Re: [MOSAIC] Phonics

[ljackson]

Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it
very helpful in understanding what is and is NOT useful in the teaching of
phonetics, phonics and spelling.  And I have distinct memories of being
moved from the top reading group to the middle reading group in second grade
because I didn't understand the schwa sound (still don't, by the way).  I
read it because the title spoke to me, but I think it should be, "Who the
He?? Cares About the Schwa Sound?"

Lori


On 9/23/07 8:28 AM, "Carol" <[EMAIL PROTECTED]> wrote:

> I never got phonics until I had to teach phonics--even now 20 years later I
> have to sound out a word first to get to the isolated sound. That's why I
> teach 4th. Read in the paper this morning that Bill Gates is really pushing
> phonics for early reading programs.  What happened to balance?
> Carol/RI/gr 4
>   - Original Message -
>   From: [EMAIL PROTECTED]
>   To: mosaic@literacyworkshop.org
>   Sent: Sunday, September 23, 2007 9:05 AM
>   Subject: Re: [MOSAIC] spelling lists
> 
> 
> 
>   In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time,
> [EMAIL PROTECTED] 
>   writes:
> 
>   Having  said that, last year at my school we were
>   presented with a great deal of  research that stated that it was essential
>   that 
>   children in grades k-2 are  explicitely taught phonics in a systematic way,
>   teaching each phoneme at a  time.
> 
> 
>   Cami,
>
>   This is exactly why I would never go below third grade.  There is also  some
>   researchers who believe that the only children who "get" phonics are those
>   that can already read.
>
>   Rosie
> 
> 
> 
>   ** See what's new at http://www.aol.com
>   ___
>   Mosaic mailing list
>   Mosaic@literacyworkshop.org
>   To unsubscribe or modify your membership please go to
>   http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
>   Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




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Re: [MOSAIC] Phonics

[Renee]

On Sep 23, 2007, at 7:28 AM, Carol wrote:

> I never got phonics until I had to teach phonics--even now 20 years 
> later I have to sound out a word first to get to the isolated sound. 
> That's why I teach 4th. Read in the paper this morning that Bill Gates 
> is really pushing phonics for early reading programs.  What happened 
> to balance?

I have a better question:

What are Bill Gates' education credentials?

Renee

"The reward of a thing well done is to have done it."
~  Ralph Waldo Emerson, The Conduct of Life, 'Fate,' 1860



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Re: [MOSAIC] Phonics

[Joy]

You're getting at what I'm talking about. It is more important that the student 
be able to do the sounds than to know what they are called. If they can read 
them, and write them, then what's the big deal?
   
  I also have memories of being moved to a lower group and my mom being called 
into a conference in 3rd grade in Wisconsin when I couldn't read the list of 
nonsense words (much like the Dibles nonsense word list.) I was trying to make 
sense out of what I was reading, and was very confused about what I was 
supposed to do. I also had to go for tutoring until the tutor realized I was 
reading circles around everyone else. After that I was in my own group where I 
wrote plays for the rest of the class to perform. 
   
  Funny, when I was in college they never taught us anything about teaching 
phonics! (Remember, I was a nontraditional student just a few years ago.)
  
ljackson <[EMAIL PROTECTED]> wrote:
  Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it
very helpful in understanding what is and is NOT useful in the teaching of
phonetics, phonics and spelling. And I have distinct memories of being
moved from the top reading group to the middle reading group in second grade
because I didn't understand the schwa sound (still don't, by the way). I
read it because the title spoke to me, but I think it should be, "Who the
He?? Cares About the Schwa Sound?"

Lori


On 9/23/07 8:28 AM, "Carol" wrote:

> I never got phonics until I had to teach phonics--even now 20 years later I
> have to sound out a word first to get to the isolated sound. That's why I
> teach 4th. Read in the paper this morning that Bill Gates is really pushing
> phonics for early reading programs. What happened to balance?
> Carol/RI/gr 4
> - Original Message -
> From: [EMAIL PROTECTED]
> To: mosaic@literacyworkshop.org
> Sent: Sunday, September 23, 2007 9:05 AM
> Subject: Re: [MOSAIC] spelling lists
> 
> 
> 
> In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time,
> [EMAIL PROTECTED] 
> writes:
> 
> Having said that, last year at my school we were
> presented with a great deal of research that stated that it was essential
> that 
> children in grades k-2 are explicitely taught phonics in a systematic way,
> teaching each phoneme at a time.
> 
> 
> Cami,
> 
> This is exactly why I would never go below third grade. There is also some
> researchers who believe that the only children who "get" phonics are those
> that can already read.
> 
> Rosie
> 
> 
> 
> ** See what's new at http://www.aol.com
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555

http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




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Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org
   









   
-
 Check out  the hottest 2008 models today at Yahoo! Autos.
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Re: [MOSAIC] Phonics

[Joy]

I know he dropped out of college when he formed Microsoft, so he has a HS 
diploma.

Renee <[EMAIL PROTECTED]> wrote:  I have a better question:

What are Bill Gates' education credentials?


Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org
   









   
-
Catch up on fall's hot new shows on Yahoo! TV.  Watch previews, get listings, 
and more!
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Re: [MOSAIC] Phonics

[Renee]

That's precisely my point.

I am sick and tired of these yahoos running around acting like they  
know all about teaching when they actually know nothing at all.  
Gee. do you think they might have a business agenda? Like raising  
good little workers who don't think, don't question, and don't ask for  
more money?

Renee


On Sep 23, 2007, at 12:59 PM, Joy wrote:

> I know he dropped out of college when he formed Microsoft, so he has a  
> HS diploma.
>
> Renee <[EMAIL PROTECTED]> wrote:  I have a better question:
>
> What are Bill Gates' education credentials?
>
>
> Joy/NC/4
>   [EMAIL PROTECTED]
>   How children learn is as important as what they learn: process and  
> content go hand in hand. http://www.responsiveclassroom.org
>
>
>
>
>
>
>
>
>
>
>
> -
> Catch up on fall's hot new shows on Yahoo! TV.  Watch previews, get  
> listings, and more!
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/ 
> mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>

"When  you learn, teach. When you get, give."
~ Maya Angelou



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Re: [MOSAIC] Phonics

[Anne Patrick]

Renee said: do you think they might have a business agenda? Like raising  
good little workers who don't think, don't question, and don't ask for  
more money?

Exactly. Critical thinkers present a risk to the status quo. I want to
support kids who question authority, speak truth to power and think for
themselves. 

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Renee
Sent: Sunday, September 23, 2007 4:08 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Phonics

That's precisely my point.

I am sick and tired of these yahoos running around acting like they  
know all about teaching when they actually know nothing at all.  
Gee. do you think they might have a business agenda? Like raising  
good little workers who don't think, don't question, and don't ask for  
more money?

Renee


On Sep 23, 2007, at 12:59 PM, Joy wrote:

> I know he dropped out of college when he formed Microsoft, so he has a  
> HS diploma.
>
> Renee <[EMAIL PROTECTED]> wrote:  I have a better question:
>
> What are Bill Gates' education credentials?
>
>
> Joy/NC/4
>   [EMAIL PROTECTED]
>   How children learn is as important as what they learn: process and  
> content go hand in hand. http://www.responsiveclassroom.org
>
>
>
>
>
>
>
>
>
>
>
> -
> Catch up on fall's hot new shows on Yahoo! TV.  Watch previews, get  
> listings, and more!
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/ 
> mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>

"When  you learn, teach. When you get, give."
~ Maya Angelou



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Re: [MOSAIC] Phonics

[ljackson]

In South Dakota, that makes him qualified to be a sub and to follow my
lesson plans, not to write them.

Lori


On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote:

> I know he dropped out of college when he formed Microsoft, so he has a HS
> diploma.
> 
> Renee <[EMAIL PROTECTED]> wrote:  I have a better question:
> 
> What are Bill Gates' education credentials?
> 
> 
> Joy/NC/4
>   [EMAIL PROTECTED]
>   How children learn is as important as what they learn: process and content
> go hand in hand. http://www.responsiveclassroom.org
>
> 
> 
> 
> 
> 
> 
> 
> 
> 
>
> -
> Catch up on fall's hot new shows on Yahoo! TV.  Watch previews, get listings,
> and more!
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




___
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Re: [MOSAIC] Phonics

[ljackson]

Knowing about language from a linguistic point of view helps me understand
why so many children have issues with /j/ and /d/ (they are very close in
terms of where they are voiced...).  But how can you tell an emergent reader
to get his mouth ready for the sound as a strategy, when you don't address
sounds.  And I certainly don't mean one letter at a time or sound by sound,
or even to imply that children should not attempt reading before they need
sounds... Only that in order to respond to children's needs, we must
understand process and how to support children at varying points of
difficulty.  I am with you, doing sounds is more important than naming them.

Lori


On 9/23/07 1:58 PM, "Joy" <[EMAIL PROTECTED]> wrote:

> You're getting at what I'm talking about. It is more important that the
> student be able to do the sounds than to know what they are called. If they
> can read them, and write them, then what's the big deal?
>
>   I also have memories of being moved to a lower group and my mom being called
> into a conference in 3rd grade in Wisconsin when I couldn't read the list of
> nonsense words (much like the Dibles nonsense word list.) I was trying to make
> sense out of what I was reading, and was very confused about what I was
> supposed to do. I also had to go for tutoring until the tutor realized I was
> reading circles around everyone else. After that I was in my own group where I
> wrote plays for the rest of the class to perform.
>
>   Funny, when I was in college they never taught us anything about teaching
> phonics! (Remember, I was a nontraditional student just a few years ago.)
>   
> ljackson <[EMAIL PROTECTED]> wrote:
>   Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it
> very helpful in understanding what is and is NOT useful in the teaching of
> phonetics, phonics and spelling. And I have distinct memories of being
> moved from the top reading group to the middle reading group in second grade
> because I didn't understand the schwa sound (still don't, by the way). I
> read it because the title spoke to me, but I think it should be, "Who the
> He?? Cares About the Schwa Sound?"
> 
> Lori
> 
> 
> On 9/23/07 8:28 AM, "Carol" wrote:
> 
>> I never got phonics until I had to teach phonics--even now 20 years later I
>> have to sound out a word first to get to the isolated sound. That's why I
>> teach 4th. Read in the paper this morning that Bill Gates is really pushing
>> phonics for early reading programs. What happened to balance?
>> Carol/RI/gr 4
>> - Original Message -
>> From: [EMAIL PROTECTED]
>> To: mosaic@literacyworkshop.org
>> Sent: Sunday, September 23, 2007 9:05 AM
>> Subject: Re: [MOSAIC] spelling lists
>> 
>> 
>> 
>> In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time,
>> [EMAIL PROTECTED] 
>> writes:
>> 
>> Having said that, last year at my school we were
>> presented with a great deal of research that stated that it was essential
>> that 
>> children in grades k-2 are explicitely taught phonics in a systematic way,
>> teaching each phoneme at a time.
>> 
>> 
>> Cami,
>> 
>> This is exactly why I would never go below third grade. There is also some
>> researchers who believe that the only children who "get" phonics are those
>> that can already read.
>> 
>> Rosie
>> 
>> 
>> 
>> ** See what's new at http://www.aol.com
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




___
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Re: [MOSAIC] Phonics

[Joy]

After reading your comment, I've come to the conclusion that it's probably more 
important that the teachers know this than the students. 

ljackson <[EMAIL PROTECTED]> wrote:  Knowing about language from a linguistic 
point of view helps me understand
why so many children have issues with /j/ and /d/ (they are very close in
terms of where they are voiced...). But how can you tell an emergent reader
to get his mouth ready for the sound as a strategy, when you don't address
sounds. And I certainly don't mean one letter at a time or sound by sound,
or even to imply that children should not attempt reading before they need
sounds... Only that in order to respond to children's needs, we must
understand process and how to support children at varying points of
difficulty. I am with you, doing sounds is more important than naming them.

Lori


On 9/23/07 1:58 PM, "Joy" wrote:

> You're getting at what I'm talking about. It is more important that the
> student be able to do the sounds than to know what they are called. If they
> can read them, and write them, then what's the big deal?
> 
> I also have memories of being moved to a lower group and my mom being called
> into a conference in 3rd grade in Wisconsin when I couldn't read the list of
> nonsense words (much like the Dibles nonsense word list.) I was trying to make
> sense out of what I was reading, and was very confused about what I was
> supposed to do. I also had to go for tutoring until the tutor realized I was
> reading circles around everyone else. After that I was in my own group where I
> wrote plays for the rest of the class to perform.
> 
> Funny, when I was in college they never taught us anything about teaching
> phonics! (Remember, I was a nontraditional student just a few years ago.)
>

Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org
   









   
-
Tonight's top picks. What will you watch tonight? Preview the hottest shows on 
Yahoo! TV.
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Re: [MOSAIC] Phonics

[Ljackson]

I agree--how do we intercede without this knowledge base?  And why would we 
intercede without a real reason to?  Those reasons would include our 
observation of need, writing samples that show confusions encording, error 
analysis of miscues.

Lori


- Original message -
From: Joy <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group 

Date: Sunday, 2007, 23 Of September 15:43
Subject: Re: [MOSAIC] Phonics

> After reading your comment, I've come to the conclusion that it's probably 
> more important that the teachers know this than the students. 
> 
> ljackson <[EMAIL PROTECTED]> wrote:  Knowing about language from a linguistic 
> point of view helps me understand
> why so many children have issues with /j/ and /d/ (they are very close in
> terms of where they are voiced...). But how can you tell an emergent reader
> to get his mouth ready for the sound as a strategy, when you don't address
> sounds. And I certainly don't mean one letter at a time or sound by sound,
> or even to imply that children should not attempt reading before they need
> sounds... Only that in order to respond to children's needs, we must
> understand process and how to support children at varying points of
> difficulty. I am with you, doing sounds is more important than naming them.
> 
> Lori
> 
> 
> On 9/23/07 1:58 PM, "Joy" wrote:
> 
> > You're getting at what I'm talking about. It is more important that the
> > student be able to do the sounds than to know what they are called. If they
> > can read them, and write them, then what's the big deal?
> > 
> > I also have memories of being moved to a lower group and my mom being called
> > into a conference in 3rd grade in Wisconsin when I couldn't read the list of
> > nonsense words (much like the Dibles nonsense word list.) I was trying to 
> > make
> > sense out of what I was reading, and was very confused about what I was
> > supposed to do. I also had to go for tutoring until the tutor realized I was
> > reading circles around everyone else. After that I was in my own group 
> > where I
> > wrote plays for the rest of the class to perform.
> > 
> > Funny, when I was in college they never taught us anything about teaching
> > phonics! (Remember, I was a nontraditional student just a few years ago.)
> >
> 
> Joy/NC/4
>   [EMAIL PROTECTED]
>   How children learn is as important as what they learn: process and content 
> go hand in hand. http://www.responsiveclassroom.org
>
> 
> 
> 
> 
> 
> 
> 
> 
> 
>
> -
> Tonight's top picks. What will you watch tonight? Preview the hottest shows 
> on Yahoo! TV.
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 
> 


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Re: [MOSAIC] Phonics

[Bill Roberts]

> 
> I am sick and tired of these yahoos running around acting like they  
> know all about teaching when they actually know nothing at all.  


Isn't that called Congress?

Bill

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Re: [MOSAIC] Phonics

[Renee]

On Sep 23, 2007, at 3:57 PM, Bill Roberts wrote:
>
>>
>> I am sick and tired of these yahoos running around acting like they
>> know all about teaching when they actually know nothing at all.
>
> Isn't that called Congress?

ohboy do NOT get me started on Congress..

Renee


"We live in a world in which we need to share responsibility. It's easy 
to say, 'It's not my child, not my community, not my world, not my 
problem.' Then there are those, who see the need and respond. I 
consider those people my heroes."
~ Fred Rogers



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Re: [MOSAIC] Phonics

[Janelle]

Lori,
Where in SD are you from? I grew up in Sturgis!
janelle
- Original Message - 
From: "ljackson" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Sunday, September 23, 2007 3:24 PM
Subject: Re: [MOSAIC] Phonics


> In South Dakota, that makes him qualified to be a sub and to follow my
> lesson plans, not to write them.
>
> Lori
>
>
> On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote:
>
>> I know he dropped out of college when he formed Microsoft, so he has a HS
>> diploma.
>>
>> Renee <[EMAIL PROTECTED]> wrote:  I have a better question:
>>
>> What are Bill Gates' education credentials?
>>
>>
>> Joy/NC/4
>>   [EMAIL PROTECTED]
>>   How children learn is as important as what they learn: process and 
>> content
>> go hand in hand. http://www.responsiveclassroom.org
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> -
>> Catch up on fall's hot new shows on Yahoo! TV.  Watch previews, get 
>> listings,
>> and more!
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>
> -- 
> Lori Jackson
> District Literacy Coach & Mentor
> Todd County School District
> Box 87
> Mission SD  57555
>
> http:www.tcsdk12.org
> ph. 605.856.2211
>
>
> Literacies for All Summer Institute
> July 17-20. 2008
> Tucson, Arizona
>
>
>
>
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Re: [MOSAIC] Phonics

[ljackson]

Only when I am in a generous mood...

Chuckling,
Lori


On 9/23/07 4:57 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote:

> 
> 
>> 
>> I am sick and tired of these yahoos running around acting like they
>> know all about teaching when they actually know nothing at all.
> 
> 
> Isn't that called Congress?
> 
> Bill
> 
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> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




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Re: [MOSAIC] Phonics

[ljackson]

Mission--Rosebud Reservation.


On 9/23/07 5:22 PM, "Janelle" <[EMAIL PROTECTED]> wrote:

> Lori,
> Where in SD are you from? I grew up in Sturgis!
> janelle
> - Original Message -
> From: "ljackson" <[EMAIL PROTECTED]>
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> 
> Sent: Sunday, September 23, 2007 3:24 PM
> Subject: Re: [MOSAIC] Phonics
> 
> 
>> In South Dakota, that makes him qualified to be a sub and to follow my
>> lesson plans, not to write them.
>> 
>> Lori
>> 
>> 
>> On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote:
>> 
>>> I know he dropped out of college when he formed Microsoft, so he has a HS
>>> diploma.
>>> 
>>> Renee <[EMAIL PROTECTED]> wrote:  I have a better question:
>>> 
>>> What are Bill Gates' education credentials?
>>> 
>>> 
>>> Joy/NC/4
>>>   [EMAIL PROTECTED]
>>>   How children learn is as important as what they learn: process and
>>> content
>>> go hand in hand. http://www.responsiveclassroom.org
>>> 
>>> 
>>> 
>>> 
>>> 
>>> 
>>> 
>>> 
>>> 
>>> 
>>> 
>>> -
>>> Catch up on fall's hot new shows on Yahoo! TV.  Watch previews, get
>>> listings,
>>> and more!
>>> ___
>>> Mosaic mailing list
>>> Mosaic@literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>> 
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>> 
>> 
>> -- 
>> Lori Jackson
>> District Literacy Coach & Mentor
>> Todd County School District
>> Box 87
>> Mission SD  57555
>> 
>> http:www.tcsdk12.org
>> ph. 605.856.2211
>> 
>> 
>> Literacies for All Summer Institute
>> July 17-20. 2008
>> Tucson, Arizona
>> 
>> 
>> 
>> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>> 
> 
> 
> ___
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




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Re: [MOSAIC] Phonics

[Beverlee Paul]

Add governors.

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 23 Sep 
> 2007 18:57:42 -0400> Subject: Re: [MOSAIC] Phonics> > > > > > > I am sick and 
> tired of these yahoos running around acting like they > > know all about 
> teaching when they actually know nothing at all. > > > Isn't that called 
> Congress?> > Bill> > ___> Mosaic 
> mailing list> Mosaic@literacyworkshop.org> To unsubscribe or modify your 
> membership please go to> 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] phonics program

[Lapenas, Nicole]

Our district uses Saxon Phonics K-2 and the teachers really like it.  It is 
scripted and very easy to follow.  Our students for the most part do very well 
with phonics.

Nicole Lapenas
Literacy Coach
Oakwood Grade School
"Reading is a basic tool in the living of a good life."
-Mortimer Adler

-Original Message-
From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org 
[mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On 
Behalf Of Suzanne Goebert
Sent: Thursday, February 16, 2012 9:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program

I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word 
Study program in grade 2?  Or is there a phonics program that someone is using 
that works for them.  I am not a of fan of programs or teaching in isolation, 
but teachers in our district are seeing low phonics scores and are looking for 
something sequential/developmental to use to fill in the gaps.
Thanks,
Suganne
sgoeb...@waupun.k12.wi.us

> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.or
> g
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Re: [MOSAIC] phonics program

[Dionne, Jeanne]

Our k-3 use Wilson Language's Fundations . . . we've really seen a difference!

-Original Message-
From: mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org] 
On Behalf Of Suzanne Goebert
Sent: Thursday, February 16, 2012 10:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program

I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word 
Study program in grade 2?  Or is there a phonics program that someone is using 
that works for them.  I am not a of fan of programs or teaching in isolation, 
but teachers in our district are seeing low phonics scores and are looking for 
something sequential/developmental to use to fill in the gaps.
Thanks,
Suganne
sgoeb...@waupun.k12.wi.us

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> To unsubscribe or modify your membership please go to
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Re: [MOSAIC] phonics program

[Renee]

I cannot help but wonder what Ellin Keene thinks of a scripted  
phonics program.


Renee


On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:

Our district uses Saxon Phonics K-2 and the teachers really like  
it.  It is scripted and very easy to follow.  Our students for the  
most part do very well with phonics.


Nicole Lapenas
Literacy Coach
Oakwood Grade School
"Reading is a basic tool in the living of a good life."
-Mortimer Adler

-Original Message-
From: mosaic-bounces 
+lapenasn=oakwood.k12.il...@literacyworkshop.org [mailto:mosaic- 
bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On Behalf  
Of Suzanne Goebert

Sent: Thursday, February 16, 2012 9:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program

I was just wondering if anyone is using Fountas & Pinnell's Phonics  
and Word Study program in grade 2?  Or is there a phonics program  
that someone is using that works for them.  I am not a of fan of  
programs or teaching in isolation, but teachers in our district are  
seeing low phonics scores and are looking for something sequential/ 
developmental to use to fill in the gaps.

Thanks,
Suganne
sgoeb...@waupun.k12.wi.us


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mosaic_literacyworkshop.or

g

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"And in the end, the love you take is equal to the love you make."
~ John Lennon / Paul McCartney ~ Carry That Weight


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Re: [MOSAIC] phonics program

[Tamara Westmoreland]

The 3 that I know of are :
Words Their Way
Fountas & Pinnell
Benchmark educational publishing

Sent from my iPad

On Feb 16, 2012, at 2:03 PM, Renee  wrote:

> I cannot help but wonder what Ellin Keene thinks of a scripted phonics 
> program.
> 
> Renee
> 
> 
> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
> 
>> Our district uses Saxon Phonics K-2 and the teachers really like it.  It is 
>> scripted and very easy to follow.  Our students for the most part do very 
>> well with phonics.
>> 
>> Nicole Lapenas
>> Literacy Coach
>> Oakwood Grade School
>> "Reading is a basic tool in the living of a good life."
>> -Mortimer Adler
>> 
>> -Original Message-
>> From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org 
>> [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On 
>> Behalf Of Suzanne Goebert
>> Sent: Thursday, February 16, 2012 9:51 AM
>> To: Mosaic: A Reading Comprehension Strategies Email Group
>> Subject: [MOSAIC] phonics program
>> 
>> I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word 
>> Study program in grade 2?  Or is there a phonics program that someone is 
>> using that works for them.  I am not a of fan of programs or teaching in 
>> isolation, but teachers in our district are seeing low phonics scores and 
>> are looking for something sequential/developmental to use to fill in the 
>> gaps.
>> Thanks,
>> Suganne
>> sgoeb...@waupun.k12.wi.us
>> 
>>> ___
>>> Mosaic mailing list
>>> Mosaic@literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.or
>>> g
>> ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
>> 
>> ___
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>> To unsubscribe or modify your membership please go to 
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>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
>> 
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>> 
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>> 
> 
> "And in the end, the love you take is equal to the love you make."
> ~ John Lennon / Paul McCartney ~ Carry That Weight
> 
> 
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Re: [MOSAIC] phonics program

[Cepler, Janice]

In my school, Newbridge Road in North Bellmore we have been using Fundations 
from grades K-3 with outstanding results. It is part of the Wilson Language 
program. For those students who still need help in fourth and fifth grades we 
provide Just Words.

Janice

jcep...@northbellmoreschools.org


From: mosaic-bounces+jcepler=northbellmoreschools@literacyworkshop.org 
[mosaic-bounces+jcepler=northbellmoreschools@literacyworkshop.org] on 
behalf of Suzanne Goebert [sgoeb...@waupun.k12.wi.us]
Sent: Thursday, February 16, 2012 10:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program

I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word 
Study program in grade 2?  Or is there a phonics program that someone is using 
that works for them.  I am not a of fan of programs or teaching in isolation, 
but teachers in our district are seeing low phonics scores and are looking for 
something sequential/developmental to use to fill in the gaps.
Thanks,
Suganne
sgoeb...@waupun.k12.wi.us

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> To unsubscribe or modify your membership please go to
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Re: [MOSAIC] phonics program

[Lynette DeGraffenried]

I have used the program with kindergarten through 3 rd grade and love it. As a 
Title 1 Coordinator it is great for para professionals working in small groups. 
It is flexible so that I can target specific needs of students. And it allows 
for sequential/developmental growth. I also used it as a teacher in my own 
class-1st and transitional first grades. 
Lynette
l.degraffenr...@nebo.edu

Sent from my iPad

On Feb 16, 2012, at 8:51 AM, Suzanne Goebert  wrote:

> I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word 
> Study program in grade 2?  Or is there a phonics program that someone is 
> using that works for them.  I am not a of fan of programs or teaching in 
> isolation, but teachers in our district are seeing low phonics scores and are 
> looking for something sequential/developmental to use to fill in the gaps.
> Thanks,
> Suganne
> sgoeb...@waupun.k12.wi.us
> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> ___
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> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 
> 
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Re: [MOSAIC] phonics program

[Lapenas, Nicole]

Let's not forget that people are looking for ideas from schools who are using 
programs that work.  I simply shared something that is working in my building.  
You don't have to agree what we use, but I shared it.  Maybe I don't understand 
what this listserv is for.  I would like to be removed from this list, as I do 
not want to be treated, or responded to disrespectfully! 

Nicole Lapenas
Literacy Coach
Oakwood Grade School
"Reading is a basic tool in the living of a good life."
-Mortimer Adler

-Original Message-
From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org 
[mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On 
Behalf Of Carrie Cahill
Sent: Friday, February 17, 2012 12:07 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] phonics program

I am going to make a bold move here and say that Ellin Keene does not believe 
in scripted programs for phonics or any other aspect of reading!!  I seem 
to be in the minority at this point, but I am so disheartened by the 
conversation on this listserv.  The word "Mosaic" really should be taken out of 
the title of the listserv.  We used to talk about how teachers were putting 
together their own lessons for comprehension.  Now, we're talking about 
scripted phonics programs?   Thank you Renee for bringing back the 
researcher/practitioner - Ellin Keene - into this conversation!
Carrie
K-8 - Illinois




I cannot help but wonder what Ellin Keene thinks of a scripted phonics program.

Renee


On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:

> Our district uses Saxon Phonics K-2 and the teachers really like it.
> It is scripted and very easy to follow.  Our students for the most 
> part do very well with phonics.
>

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Re: [MOSAIC] phonics program

[Sally Thomas]

Thank you Carrie.  And thank you Rene.  Could we please get back to the
original heart and purpose  of this list serve?  I guess what I am wondering
is how many people are on this list that joined to talk about comprehension,
making meaning, supporting thinking, and how we might use the strategies to
support children in reading for real reasons.

Am wondering why the list is so silent on these topics.  Have people with
those interests left the list? Have we all been beaten down by what is
happening out there in schools that is so detrimental to children???  Makes
me really really sad.

Sally  


On 2/17/12 10:07 AM, "Carrie Cahill"  wrote:

> I am going to make a bold move here and say that Ellin Keene does not believe
> in scripted programs for phonics or any other aspect of reading!!  I seem
> to be in the minority at this point, but I am so disheartened by the
> conversation on this listserv.  The word "Mosaic" really should be taken out
> of the title of the listserv.  We used to talk about how teachers were putting
> together their own lessons for comprehension.  Now, we're talking about
> scripted phonics programs?   Thank you Renee for bringing back the
> researcher/practitioner - Ellin Keene - into this conversation!
> Carrie
> K-8 - Illinois
> 
> 
> 
> 
> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
> program.
> 
> Renee
> 
> 
> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
> 
>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>> It is scripted and very easy to follow.  Our students for the most
>> part do very well with phonics.
>> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



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Re: [MOSAIC] phonics program

[Judy Shenker]

Totally totally agree with Carrie and Renee.
I have been deleting most messages lately (and considering dropping off
the listserv) because they were so far from what I thought was this
group's common belief system.

Judy

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-02-17 1:07 PM, "Carrie Cahill"  wrote:

>I am going to make a bold move here and say that Ellin Keene does not
>believe in scripted programs for phonics or any other aspect of
>reading!!  I seem to be in the minority at this point, but I am so
>disheartened by the conversation on this listserv.  The word "Mosaic"
>really should be taken out of the title of the listserv.  We used to talk
>about how teachers were putting together their own lessons for
>comprehension.  Now, we're talking about scripted phonics programs?
>Thank you Renee for bringing back the researcher/practitioner - Ellin
>Keene - into this conversation!
>Carrie
>K-8 - Illinois
>
>
>
>
>I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>program.
>
>Renee
>
>
>On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>
>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>> It is scripted and very easy to follow.  Our students for the most
>> part do very well with phonics.
>>
>
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>
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>


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Re: [MOSAIC] phonics program

[Suzanne Goebert]

Sorry...didn't know I was off topic because I feel being able to decode words 
(phonics) does enhance comprehension.
Maybe people hesitate to comment in fear of being off topic...just a thought

-Original Message-
From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
[mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On 
Behalf Of Sally Thomas
Sent: Friday, February 17, 2012 12:54 PM
To: mosaic listserve
Subject: Re: [MOSAIC] phonics program

Thank you Carrie.  And thank you Rene.  Could we please get back to the
original heart and purpose  of this list serve?  I guess what I am wondering
is how many people are on this list that joined to talk about comprehension,
making meaning, supporting thinking, and how we might use the strategies to
support children in reading for real reasons.

Am wondering why the list is so silent on these topics.  Have people with
those interests left the list? Have we all been beaten down by what is
happening out there in schools that is so detrimental to children???  Makes
me really really sad.

Sally  


On 2/17/12 10:07 AM, "Carrie Cahill"  wrote:

> I am going to make a bold move here and say that Ellin Keene does not believe
> in scripted programs for phonics or any other aspect of reading!!  I seem
> to be in the minority at this point, but I am so disheartened by the
> conversation on this listserv.  The word "Mosaic" really should be taken out
> of the title of the listserv.  We used to talk about how teachers were putting
> together their own lessons for comprehension.  Now, we're talking about
> scripted phonics programs?   Thank you Renee for bringing back the
> researcher/practitioner - Ellin Keene - into this conversation!
> Carrie
> K-8 - Illinois
> 
> 
> 
> 
> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
> program.
> 
> Renee
> 
> 
> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
> 
>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>> It is scripted and very easy to follow.  Our students for the most
>> part do very well with phonics.
>> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



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Re: [MOSAIC] phonics program

[Beth]

Well said, Suzanne. I've often hesitated to comment for fear of being "off 
topic" but it is necessary for students to have decoding skills as a part of 
the comprehension process. Some of my students  most definitely need this 
explicit instruction and, make no mistake, it has made a difference in their 
ability to understand text and in their confidence as readers.  Note that I 
said that not ALL students need this intervention.  I feel fortunate to have 
the opportunity to access this wonderful e-mail group as I learn so much! I 
appreciate the original purpose being purely comprehension, but this reader is 
glad that posts have been inclusive of the many issues surrounding 
comprehension.  Just my opinion . . . TGIF!
-Original Message-
From: Suzanne Goebert 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Fri, Feb 17, 2012 2:14 pm
Subject: Re: [MOSAIC] phonics program


Sorry...didn't know I was off topic because I feel being able to decode words 
phonics) does enhance comprehension.
aybe people hesitate to comment in fear of being off topic...just a thought
-Original Message-
rom: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On Behalf 
f Sally Thomas
ent: Friday, February 17, 2012 12:54 PM
o: mosaic listserve
ubject: Re: [MOSAIC] phonics program
Thank you Carrie.  And thank you Rene.  Could we please get back to the
riginal heart and purpose  of this list serve?  I guess what I am wondering
s how many people are on this list that joined to talk about comprehension,
aking meaning, supporting thinking, and how we might use the strategies to
upport children in reading for real reasons.
Am wondering why the list is so silent on these topics.  Have people with
hose interests left the list? Have we all been beaten down by what is
appening out there in schools that is so detrimental to children???  Makes
e really really sad.
Sally  

n 2/17/12 10:07 AM, "Carrie Cahill"  wrote:
> I am going to make a bold move here and say that Ellin Keene does not believe
 in scripted programs for phonics or any other aspect of reading!!  I seem
 to be in the minority at this point, but I am so disheartened by the
 conversation on this listserv.  The word "Mosaic" really should be taken out
 of the title of the listserv.  We used to talk about how teachers were putting
 together their own lessons for comprehension.  Now, we're talking about
 scripted phonics programs?   Thank you Renee for bringing back the
 researcher/practitioner - Ellin Keene - into this conversation!
 Carrie
 K-8 - Illinois
 
 
 
 
 I cannot help but wonder what Ellin Keene thinks of a scripted phonics
 program.
 
 Renee
 
 
 On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
 
> Our district uses Saxon Phonics K-2 and the teachers really like it.
> It is scripted and very easy to follow.  Our students for the most
> part do very well with phonics.
> 
 
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Re: [MOSAIC] phonics program

[Tamara Westmoreland]

While I am totally aware that comprehension is the focus of the listerve- I DO 
appreciate hearing about what other literacy programs people are using and 
finding successful. I appreciate the  depth of professional knowledge of this 
group and have absolutely NO problem if someone enquires about a program. After 
all- if I have no interest in the program/ request- my delete button works 
quite well!

Sent from my iPad

On Feb 17, 2012, at 11:54 AM, Suzanne Goebert  wrote:

> Sorry...didn't know I was off topic because I feel being able to decode words 
> (phonics) does enhance comprehension.
> Maybe people hesitate to comment in fear of being off topic...just a thought
> 
> -Original Message-
> From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
> [mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On 
> Behalf Of Sally Thomas
> Sent: Friday, February 17, 2012 12:54 PM
> To: mosaic listserve
> Subject: Re: [MOSAIC] phonics program
> 
> Thank you Carrie.  And thank you Rene.  Could we please get back to the
> original heart and purpose  of this list serve?  I guess what I am wondering
> is how many people are on this list that joined to talk about comprehension,
> making meaning, supporting thinking, and how we might use the strategies to
> support children in reading for real reasons.
> 
> Am wondering why the list is so silent on these topics.  Have people with
> those interests left the list? Have we all been beaten down by what is
> happening out there in schools that is so detrimental to children???  Makes
> me really really sad.
> 
> Sally  
> 
> 
> On 2/17/12 10:07 AM, "Carrie Cahill"  wrote:
> 
>> I am going to make a bold move here and say that Ellin Keene does not believe
>> in scripted programs for phonics or any other aspect of reading!!  I seem
>> to be in the minority at this point, but I am so disheartened by the
>> conversation on this listserv.  The word "Mosaic" really should be taken out
>> of the title of the listserv.  We used to talk about how teachers were 
>> putting
>> together their own lessons for comprehension.  Now, we're talking about
>> scripted phonics programs?   Thank you Renee for bringing back the
>> researcher/practitioner - Ellin Keene - into this conversation!
>> Carrie
>> K-8 - Illinois
>> 
>> 
>> 
>> 
>> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>> program.
>> 
>> Renee
>> 
>> 
>> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>> 
>>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>>> It is scripted and very easy to follow.  Our students for the most
>>> part do very well with phonics.
>>> 
>> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
> 
> 
> 
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 
> 
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> 
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> 

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Re: [MOSAIC] phonics program

[Cara Acosta]

Look, I don't want to start a debate, but there is a place for phonics
skill instruction.  It can be weaved into a Reader's workshop format as
mini lessons, and then applied in context.  There are some kids,
particularly LD kids, dyslexic kids, or struggling readers, who do benefit
from explicit phonics instruction.  Does that mean that the purpose of
reading isn't still making meaning?  Of course not!  You can't make meaning
if you can't read the words!

On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
l.degraffenr...@nebo.edu> wrote:

> I have used the program with kindergarten through 3 rd grade and love it.
> As a Title 1 Coordinator it is great for para professionals working in
> small groups. It is flexible so that I can target specific needs of
> students. And it allows for sequential/developmental growth. I also used it
> as a teacher in my own class-1st and transitional first grades.
> Lynette
> l.degraffenr...@nebo.edu
>
> Sent from my iPad
>
> On Feb 16, 2012, at 8:51 AM, Suzanne Goebert 
> wrote:
>
> > I was just wondering if anyone is using Fountas & Pinnell's Phonics and
> Word Study program in grade 2?  Or is there a phonics program that someone
> is using that works for them.  I am not a of fan of programs or teaching in
> isolation, but teachers in our district are seeing low phonics scores and
> are looking for something sequential/developmental to use to fill in the
> gaps.
> > Thanks,
> > Suganne
> > sgoeb...@waupun.k12.wi.us
> >
> >> ___
> >> Mosaic mailing list
> >> Mosaic@literacyworkshop.org
> >> To unsubscribe or modify your membership please go to
> >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> > ___
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> > Mosaic@literacyworkshop.org
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> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> >
> >
> > ___
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> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
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> >
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> >
>
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>
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>
>
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Re: [MOSAIC] phonics program

[Palmer, Jennifer]

Ok, as moderator it is time for me to step in. First, the purpose of this 
listserv is comprehension . I could have stepped in and stopped this with a 
reminder of that, but phonics does play a role in word learning and therefore 
in comprehension. What Ellin calls surface structure does have a role in 
meaningful classroom instruction. If I kept the discussion strictly tied to 
comprehension, we would be gaining a partial picture for sure. Teaching reading 
in and of itself could be likened to a Mosaic. Complex... With many 
parts...yet, we do need to remember and honor the purpose of this list. Thanks 
for the reminder.

Second, I agree that Ellin would probably not agree with a scripted phonics 
program if it was used without deviation  because she believes teachers should 
apply their knowledge of reading and knowledge of students' needs to make 
thoughtful decisions for kids. 

Those of us who have been in education in recent years understand what it feels 
like to be told what to do without having our beliefs respected. I personally 
was very offended when a supervisor required me to use Wilson...without letting 
me use my knowledge and beliefs. So, when we find folks on the list who do not 
seem to agree with or understand our philosophy, or do not know what we feel 
are best practices, lets not shut them out but instead share our beliefs and 
what we know to be good for kids and WHY it's good for kids. Are we any better 
than those who hand us a scripted program if we shut down the voices of our 
colleagues? I do not mean to offend anyone, but am offering a different 
perspective. 

Incidentally, when I opened my mind, I found some aspects of Wilson that worked 
well when it matched the developmental needs of a student and when students 
also got instruction in how to use meaning and syntax along with visual cues to 
decode . (There are some principles based on research that should guide word 
learning... See Words Their Way for more).

  I learned a lesson about listening and learning from colleagues with 
different opinions. And, when my attitude shifted, my supervisor was more 
willing to listen to me and give me the flexibility I needed to do what I felt 
was right for kids. Education is about relationships... I would argue that 
online relationships are worth protecting as well. Let's think about how we 
might protect those relationships here before we send off an emotionally 
charged post.

As for a common belief system,I think we'd better be careful with our 
assumptions. It's time for a reality check. We have thousands of members and I 
can pretty much assure you that there are many different beliefs represented 
here. 

But instead of this being a fault, it is an opportunity. First, we see reality. 
We see what is happening in schools everywhere. Many new teachers have never 
been exposed to a constructivist philosophy. We need to be aware of that when 
we post.  Second, we have an opportunity to share our beliefs to a wide 
audience... A chance to improve schools everywhere ...if we shut down 
conversation and remain insular with one core belief system, I believe that we 
will all eventually whither under the attacks that we don't see coming. 

And, we have a chance to right a great wrong. If someone doesn't understand 
this philosophy how could they be expected to espouse practices associated with 
it? 
 
And finally , you are all correct, we haven't had much meaty discussion of late 
though I would argue that our book discussion has so much potential.

If you are disappointed in our discussion then do something about it. Share a 
lesson idea that worked well. Share how you meaningfully help children to 
decode so they can comprehend and why you think this works better than Saxon or 
Wilson. We are here to educate ourselves so we can better educate our students. 
The list discussion quality reflects the time people take to create thoughtful 
posts AND a comfortable atmosphere where it is ok to disagree.

With that in mind, If this thread remains heated, I will put us on moderation 
until we cool down. Please monitor your posts so I don't have to take that step.

I have so much respect for the knowledge, talent and commitment we all bring to 
the table. Please feel free to email me off list if you have questions or 
concerns about this post.
With great respect,
Jennifer
Sent from my iPhone

On Feb 17, 2012, at 3:43 PM, "Judy Shenker"  wrote:

> Totally totally agree with Carrie and Renee.
> I have been deleting most messages lately (and considering dropping off
> the listserv) because they were so far from what I thought was this
> group's common belief system.
> 
> Judy
> 
> Judy Shenker 
> Learning Enrichment And Development Coordinator
> Coordinatrice en enrichissement et développement de l'apprentissage
> 
> Lower Canada College
> 4090, avenue Royal 
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
> 
>

Re: [MOSAIC] phonics program

[Renee]

No one has suggested that phonics has no place in skill instruction.  
The question was about **scripted** phonics programs, which I   
and others do not feel are congruent with the Mosaic of Thought  
strategies for reading instruction. Of course phonics instruction is  
part of reading instruction. Part of it. And being able to decode is  
an important strategy in the comprehension process. But a scripted  
phonics program will not, by definition, look at individual needs of  
children, nor will it guide the teacher toward effective,  
individualized, kid-watching strategies.


Renee




On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:


Look, I don't want to start a debate, but there is a place for phonics
skill instruction.  It can be weaved into a Reader's workshop  
format as

mini lessons, and then applied in context.  There are some kids,
particularly LD kids, dyslexic kids, or struggling readers, who do  
benefit

from explicit phonics instruction.  Does that mean that the purpose of
reading isn't still making meaning?  Of course not!  You can't make  
meaning

if you can't read the words!

On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
l.degraffenr...@nebo.edu> wrote:

I have used the program with kindergarten through 3 rd grade and  
love it.
As a Title 1 Coordinator it is great for para professionals  
working in

small groups. It is flexible so that I can target specific needs of
students. And it allows for sequential/developmental growth. I  
also used it

as a teacher in my own class-1st and transitional first grades.
Lynette
l.degraffenr...@nebo.edu

Sent from my iPad

On Feb 16, 2012, at 8:51 AM, Suzanne Goebert  


wrote:

I was just wondering if anyone is using Fountas & Pinnell's  
Phonics and
Word Study program in grade 2?  Or is there a phonics program that  
someone
is using that works for them.  I am not a of fan of programs or  
teaching in
isolation, but teachers in our district are seeing low phonics  
scores and
are looking for something sequential/developmental to use to fill  
in the

gaps.

Thanks,
Suganne
sgoeb...@waupun.k12.wi.us


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"Quality is more important than quantity. One home run is much better  
than two doubles." ~Steve Jobs



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Re: [MOSAIC] phonics program

[Sally Thomas]

I agree with Renee who essentially is agreeing with you Cara.  The huge
overwhelming approach to reading I see in schools (and I am out there in all
kinds of classrooms) is an overwhelming overemphasis on phonics.   And it's
not phonics in meaningfulcontexts.  It's not phonics that's differentiated.
It usually comes from the reading series (e.g. Open Court, tReasures etc.)
and/or phonics programs that are mostly one-size-fits-all.

There is almost no healthy time spent on the kind of work with comprehension
that Mosaics and Ellen and all the educators connected to their work have
helped us with.  The research says that overwhelmingly, excellent
comprehension pedagogy  (supported by research) - is not happening in
schools - by and large.

That is not to say that the teachers on this list aren't working with
comprehension.  The problem is balance.  And I think the list was created to
create that balance that is missing in schools.

For me personally, the list seldom involves meaty talk about comprehension
anymore.  That's why I joined in the concern.  I have other places I can go
and will.  But I am hoping that we can get back to the purpose of the list -
at least a bit - to counter that counterproductive balance in schools.

No insults are intended.  We should be able to have healthy rigorous
discussions without getting personally offended - in my view.  Otherwise we
get nowhere.  We'll just all be too nice!!  So what happens to the kids
then???

Sally 


On 2/17/12 4:17 PM, "Renee"  wrote:

> No one has suggested that phonics has no place in skill instruction.
> The question was about **scripted** phonics programs, which I 
> and others do not feel are congruent with the Mosaic of Thought
> strategies for reading instruction. Of course phonics instruction is
> part of reading instruction. Part of it. And being able to decode is
> an important strategy in the comprehension process. But a scripted
> phonics program will not, by definition, look at individual needs of
> children, nor will it guide the teacher toward effective,
> individualized, kid-watching strategies.
> 
> Renee
> 
> 
> 
> 
> On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:
> 
>> Look, I don't want to start a debate, but there is a place for phonics
>> skill instruction.  It can be weaved into a Reader's workshop
>> format as
>> mini lessons, and then applied in context.  There are some kids,
>> particularly LD kids, dyslexic kids, or struggling readers, who do
>> benefit
>> from explicit phonics instruction.  Does that mean that the purpose of
>> reading isn't still making meaning?  Of course not!  You can't make
>> meaning
>> if you can't read the words!
>> 
>> On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
>> l.degraffenr...@nebo.edu> wrote:
>> 



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Re: [MOSAIC] phonics program

[Margy Hillman]

let me add my voice too.
i think out of fear, people are not trusting selves to create the best learning 
environments.
to quote jim collins -- found this in schomoker's book focus -- "Hedgehogs see 
what is essential and ignore the rest."
cheers,
margy




 From: Judy Shenker 
To: Mosaic: A Reading Comprehension Strategies Email Group 
 
Sent: Friday, February 17, 2012 12:20 PM
Subject: Re: [MOSAIC] phonics program
 
Totally totally agree with Carrie and Renee.
I have been deleting most messages lately (and considering dropping off
the listserv) because they were so far from what I thought was this
group's common belief system.

Judy

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax             (514) 482-0195
Site web           www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-02-17 1:07 PM, "Carrie Cahill"  wrote:

>I am going to make a bold move here and say that Ellin Keene does not
>believe in scripted programs for phonics or any other aspect of
>reading!!  I seem to be in the minority at this point, but I am so
>disheartened by the conversation on this listserv.  The word "Mosaic"
>really should be taken out of the title of the listserv.  We used to talk
>about how teachers were putting together their own lessons for
>comprehension.  Now, we're talking about scripted phonics programs?
>Thank you Renee for bringing back the researcher/practitioner - Ellin
>Keene - into this conversation!
>Carrie
>K-8 - Illinois
>
>
>
>
>I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>program.
>
>Renee
>
>
>On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>
>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>> It is scripted and very easy to follow.  Our students for the most
>> part do very well with phonics.
>>
>
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>Mosaic mailing list
>Mosaic@literacyworkshop.org
>To unsubscribe or modify your membership please go to
>http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
>Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>


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Re: [MOSAIC] phonics program

[Palmer, Jennifer]

And what's essential ? Ellin has some lovely thoughts on that in To Understand.

Sent from my iPhone

On Feb 17, 2012, at 8:46 PM, "Margy Hillman"  
wrote:

> let me add my voice too.
> i think out of fear, people are not trusting selves to create the best 
> learning environments.
> to quote jim collins -- found this in schomoker's book focus -- "Hedgehogs 
> see what is essential and ignore the rest."
> cheers,
> margy
> 
> 
> 
> 
> From: Judy Shenker 
> To: Mosaic: A Reading Comprehension Strategies Email Group 
>  
> Sent: Friday, February 17, 2012 12:20 PM
> Subject: Re: [MOSAIC] phonics program
> 
> Totally totally agree with Carrie and Renee.
> I have been deleting most messages lately (and considering dropping off
> the listserv) because they were so far from what I thought was this
> group's common belief system.
> 
> Judy
> 
> Judy Shenker 
> Learning Enrichment And Development Coordinator
> Coordinatrice en enrichissement et développement de l'apprentissage
> 
> Lower Canada College
> 4090, avenue Royal 
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
> 
> Students first 
> L'élève avant tout 
> Celebrating 15 years of coeducation
> LCC célèbre 15 ans d'éducation mixte
> 
> 
> 
> 
> On 12-02-17 1:07 PM, "Carrie Cahill"  wrote:
> 
>> I am going to make a bold move here and say that Ellin Keene does not
>> believe in scripted programs for phonics or any other aspect of
>> reading!!  I seem to be in the minority at this point, but I am so
>> disheartened by the conversation on this listserv.  The word "Mosaic"
>> really should be taken out of the title of the listserv.  We used to talk
>> about how teachers were putting together their own lessons for
>> comprehension.  Now, we're talking about scripted phonics programs?
>> Thank you Renee for bringing back the researcher/practitioner - Ellin
>> Keene - into this conversation!
>> Carrie
>> K-8 - Illinois
>> 
>> 
>> 
>> 
>> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>> program.
>> 
>> Renee
>> 
>> 
>> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>> 
>>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>>> It is scripted and very easy to follow.  Our students for the most
>>> part do very well with phonics.
>>> 
>> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
> 
> 
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> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
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> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 

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Re: [MOSAIC] phonics program

[Palmer, Jennifer]

So Renee, why don't you share how you handle this issue? How do you find what 
kids need? How do you structure your classroom instruction to hit multiple 
needs? Please share how you kid watch and then use what you've learned? I think 
there's a lot of people who'd benefit from your experiences.

Sent from my iPhone

On Feb 17, 2012, at 8:34 PM, "Renee"  wrote:

> No one has suggested that phonics has no place in skill instruction. The 
> question was about **scripted** phonics programs, which I  and others 
> do not feel are congruent with the Mosaic of Thought strategies for reading 
> instruction. Of course phonics instruction is part of reading instruction. 
> Part of it. And being able to decode is an important strategy in the 
> comprehension process. But a scripted phonics program will not, by 
> definition, look at individual needs of children, nor will it guide the 
> teacher toward effective, individualized, kid-watching strategies.
> 
> Renee
> 
> 
> 
> 
> On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:
> 
>> Look, I don't want to start a debate, but there is a place for phonics
>> skill instruction.  It can be weaved into a Reader's workshop format as
>> mini lessons, and then applied in context.  There are some kids,
>> particularly LD kids, dyslexic kids, or struggling readers, who do benefit
>> from explicit phonics instruction.  Does that mean that the purpose of
>> reading isn't still making meaning?  Of course not!  You can't make meaning
>> if you can't read the words!
>> 
>> On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
>> l.degraffenr...@nebo.edu> wrote:
>> 
>>> I have used the program with kindergarten through 3 rd grade and love it.
>>> As a Title 1 Coordinator it is great for para professionals working in
>>> small groups. It is flexible so that I can target specific needs of
>>> students. And it allows for sequential/developmental growth. I also used it
>>> as a teacher in my own class-1st and transitional first grades.
>>> Lynette
>>> l.degraffenr...@nebo.edu
>>> 
>>> Sent from my iPad
>>> 
>>> On Feb 16, 2012, at 8:51 AM, Suzanne Goebert 
>>> wrote:
>>> 
 I was just wondering if anyone is using Fountas & Pinnell's Phonics and
>>> Word Study program in grade 2?  Or is there a phonics program that someone
>>> is using that works for them.  I am not a of fan of programs or teaching in
>>> isolation, but teachers in our district are seeing low phonics scores and
>>> are looking for something sequential/developmental to use to fill in the
>>> gaps.
 Thanks,
 Suganne
 sgoeb...@waupun.k12.wi.us
 
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> To unsubscribe or modify your membership please go to
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 ___
 Mosaic mailing list
 Mosaic@literacyworkshop.org
 To unsubscribe or modify your membership please go to
 http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
 
 Search the MOSAIC archives at http://snipurl.com/MosaicArchive
 
 
 ___
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 Mosaic@literacyworkshop.org
 To unsubscribe or modify your membership please go to
 http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
 
 Search the MOSAIC archives at http://snipurl.com/MosaicArchive
 
>>> 
>>> ___
>>> Mosaic mailing list
>>> Mosaic@literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>>> 
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>>> 
>>> 
>> ___
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>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
> 
> "Quality is more important than quantity. One home run is much better than 
> two doubles." ~Steve Jobs
> 
> 
> ___
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Re: [MOSAIC] phonics program

[Palmer, Jennifer]

I agree... Fear is a part of it. So is lack of money for quality PD. A final 
question is this: do our schools have a culture of inquiry where teachers and 
students are encouraged to think? Or do we just encourage compliance? And if we 
don't have that culture, what can we do to build it?

Sent from my iPhone

On Feb 17, 2012, at 8:46 PM, "Margy Hillman"  
wrote:

> let me add my voice too.
> i think out of fear, people are not trusting selves to create the best 
> learning environments.
> to quote jim collins -- found this in schomoker's book focus -- "Hedgehogs 
> see what is essential and ignore the rest."
> cheers,
> margy
> 
> 
> 
> 
> From: Judy Shenker 
> To: Mosaic: A Reading Comprehension Strategies Email Group 
>  
> Sent: Friday, February 17, 2012 12:20 PM
> Subject: Re: [MOSAIC] phonics program
> 
> Totally totally agree with Carrie and Renee.
> I have been deleting most messages lately (and considering dropping off
> the listserv) because they were so far from what I thought was this
> group's common belief system.
> 
> Judy
> 
> Judy Shenker 
> Learning Enrichment And Development Coordinator
> Coordinatrice en enrichissement et développement de l'apprentissage
> 
> Lower Canada College
> 4090, avenue Royal 
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
> 
> Students first 
> L'élève avant tout 
> Celebrating 15 years of coeducation
> LCC célèbre 15 ans d'éducation mixte
> 
> 
> 
> 
> On 12-02-17 1:07 PM, "Carrie Cahill"  wrote:
> 
>> I am going to make a bold move here and say that Ellin Keene does not
>> believe in scripted programs for phonics or any other aspect of
>> reading!!  I seem to be in the minority at this point, but I am so
>> disheartened by the conversation on this listserv.  The word "Mosaic"
>> really should be taken out of the title of the listserv.  We used to talk
>> about how teachers were putting together their own lessons for
>> comprehension.  Now, we're talking about scripted phonics programs?
>> Thank you Renee for bringing back the researcher/practitioner - Ellin
>> Keene - into this conversation!
>> Carrie
>> K-8 - Illinois
>> 
>> 
>> 
>> 
>> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>> program.
>> 
>> Renee
>> 
>> 
>> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>> 
>>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>>> It is scripted and very easy to follow.  Our students for the most
>>> part do very well with phonics.
>>> 
>> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 

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Re: [MOSAIC] phonics program

[Renee]

In a nutshell. I ran an individualized reading program that was  
basically a combined readers' and writers' workshop, in which  
students chose their own reading material, and I did comprehensive  
individual conferences with each student at least a couple of times a  
week, during which they talked about what they were reading, read  
aloud a bit to me, and we discussed their writing, including how they  
used phonetic strategies in their writing. They had individualized  
spelling tests and we also had class-wide spelling words that were  
chunked into groups of words that shared some kind of phonetic or  
spelling structure (and they chose the words, as a group). My  
students wrote every day, and I almost never gave them writing  
prompts unless I wanted them to include something specific. If I did  
give prompts, I tried to make them as open-ended as possible. Some of  
their writing was creative, some was literature response, and some  
was informational. My students created class books, and individual  
books. I incorporated lots and lots of drawing and other art to tap  
into the realm of the visual learner. And yes, I also did some  
isolated phonics instruction as I saw a need, but most of the phonics  
instruction was done through individual students' own writing.


I am retired now and substituting, and, like Sally, I am in many  
different classrooms in a couple of different districts, and I do not  
find the print rich environments that I created as a teacher. I  
almost never see poetry on the walls, or collaborative stories, or  
teacher and/or student made charts. I see a lot of isolated this and  
that and very little connection between one subject an another, or  
even between reading and writing. "Explicit" phonics instruction does  
not need to mean scripted programs.


I'm sorry if I stepped on anyone's toes. But for those who are not  
sure what this list is supposed to be about, if you haven't read  
Mosaic of Thought... pick up a copy and see what it's about.


Renee


On Feb 17, 2012, at 6:02 PM, Palmer, Jennifer wrote:

So Renee, why don't you share how you handle this issue? How do you  
find what kids need? How do you structure your classroom  
instruction to hit multiple needs? Please share how you kid watch  
and then use what you've learned? I think there's a lot of people  
who'd benefit from your experiences.


Sent from my iPhone

On Feb 17, 2012, at 8:34 PM, "Renee"  wrote:

No one has suggested that phonics has no place in skill  
instruction. The question was about **scripted** phonics programs,  
which I  and others do not feel are congruent with the  
Mosaic of Thought strategies for reading instruction. Of course  
phonics instruction is part of reading instruction. Part of it.  
And being able to decode is an important strategy in the  
comprehension process. But a scripted phonics program will not, by  
definition, look at individual needs of children, nor will it  
guide the teacher toward effective, individualized, kid-watching  
strategies.


Renee




On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:

Look, I don't want to start a debate, but there is a place for  
phonics
skill instruction.  It can be weaved into a Reader's workshop  
format as

mini lessons, and then applied in context.  There are some kids,
particularly LD kids, dyslexic kids, or struggling readers, who  
do benefit
from explicit phonics instruction.  Does that mean that the  
purpose of
reading isn't still making meaning?  Of course not!  You can't  
make meaning

if you can't read the words!

On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
l.degraffenr...@nebo.edu> wrote:

I have used the program with kindergarten through 3 rd grade and  
love it.
As a Title 1 Coordinator it is great for para professionals  
working in

small groups. It is flexible so that I can target specific needs of
students. And it allows for sequential/developmental growth. I  
also used it

as a teacher in my own class-1st and transitional first grades.
Lynette
l.degraffenr...@nebo.edu

Sent from my iPad

On Feb 16, 2012, at 8:51 AM, Suzanne Goebert  


wrote:

I was just wondering if anyone is using Fountas & Pinnell's  
Phonics and
Word Study program in grade 2?  Or is there a phonics program  
that someone
is using that works for them.  I am not a of fan of programs or  
teaching in
isolation, but teachers in our district are seeing low phonics  
scores and
are looking for something sequential/developmental to use to  
fill in the

gaps.

Thanks,
Suganne
sgoeb...@waupun.k12.wi.us


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Re: [MOSAIC] phonics program

[Mlredcon]

Personally, I do not understand the debate.  Knowing phonics is  integral 
to reading and does not mean that students are not reading for  meaning.  
Bottom line-when we are doing reading instruction (reading  for meaning) 
students should be reading texts that are in their zone of proximal  
development 
which means that they should not be reading texts that are so  challenging in 
terms of decoding. Of course, for independent reading, they are  reading at 
their independent level which is at 98 percent accuracy.  Word  study needs 
to be done outside of the workshop itself,  but it is up to the  teacher to 
make connections for students during reading workshop so that there  is 
transfer.  transfer does not happen automatically, it has to be  intentional.
Maxine
 
 
In a message dated 2/17/2012 7:48:24 P.M. Eastern Standard Time,  
cara.aco...@gmail.com writes:

Look, I  don't want to start a debate, but there is a place for phonics
skill  instruction.  It can be weaved into a Reader's workshop format as
mini  lessons, and then applied in context.  There are some  kids,
particularly LD kids, dyslexic kids, or struggling readers, who do  benefit
from explicit phonics instruction.  Does that mean that the  purpose of
reading isn't still making meaning?  Of course not!   You can't make meaning
if you can't read the words!

On Fri, Feb 17,  2012 at 10:50 AM, Lynette DeGraffenried <
l.degraffenr...@nebo.edu>  wrote:

> I have used the program with kindergarten through 3 rd  grade and love it.
> As a Title 1 Coordinator it is great for para  professionals working in
> small groups. It is flexible so that I can  target specific needs of
> students. And it allows for  sequential/developmental growth. I also used 
it
> as a teacher in my own  class-1st and transitional first grades.
> Lynette
>  l.degraffenr...@nebo.edu
>
> Sent from my iPad
>
> On  Feb 16, 2012, at 8:51 AM, Suzanne Goebert  
> wrote:
>
> > I was  just wondering if anyone is using Fountas & Pinnell's Phonics and
>  Word Study program in grade 2?  Or is there a phonics program that  
someone
> is using that works for them.  I am not a of fan of  programs or teaching 
in
> isolation, but teachers in our district are  seeing low phonics scores and
> are looking for something  sequential/developmental to use to fill in the
> gaps.
> >  Thanks,
> > Suganne
> > sgoeb...@waupun.k12.wi.us
>  >
> >> ___
>  >> Mosaic mailing list
> >>  Mosaic@literacyworkshop.org
> >> To unsubscribe or modify your  membership please go to
> >>  
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
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> > To  unsubscribe or modify your membership please go to
> >  http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>  >
> > Search the MOSAIC archives at  http://snipurl.com/MosaicArchive
> >
> >
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>  >
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> >
>
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>
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Re: [MOSAIC] phonics program

[Dionne, Jeanne]

I agree! Suggestions provided through questions, discussions, etc. save a LOT 
of legwork - thanks to those who share comprehension and beyond! Your 
information is appreciated! NEVER forget the power of the delete key! ;-)

Jeanne Dionne
1st Grade Teacher
North Stonington Elementary School
860-535-2805 ext. 103

"Love and respect all children for with the passing of time they become us."

From: mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org 
[mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org] On 
Behalf Of Tamara Westmoreland [westmoreland.tam...@gmail.com]
Sent: Friday, February 17, 2012 3:05 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program

While I am totally aware that comprehension is the focus of the listerve- I DO 
appreciate hearing about what other literacy programs people are using and 
finding successful. I appreciate the  depth of professional knowledge of this 
group and have absolutely NO problem if someone enquires about a program. After 
all- if I have no interest in the program/ request- my delete button works 
quite well!

Sent from my iPad

On Feb 17, 2012, at 11:54 AM, Suzanne Goebert  wrote:

> Sorry...didn't know I was off topic because I feel being able to decode words 
> (phonics) does enhance comprehension.
> Maybe people hesitate to comment in fear of being off topic...just a thought
>
> -Original Message-
> From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
> [mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On 
> Behalf Of Sally Thomas
> Sent: Friday, February 17, 2012 12:54 PM
> To: mosaic listserve
> Subject: Re: [MOSAIC] phonics program
>
> Thank you Carrie.  And thank you Rene.  Could we please get back to the
> original heart and purpose  of this list serve?  I guess what I am wondering
> is how many people are on this list that joined to talk about comprehension,
> making meaning, supporting thinking, and how we might use the strategies to
> support children in reading for real reasons.
>
> Am wondering why the list is so silent on these topics.  Have people with
> those interests left the list? Have we all been beaten down by what is
> happening out there in schools that is so detrimental to children???  Makes
> me really really sad.
>
> Sally
>
>
> On 2/17/12 10:07 AM, "Carrie Cahill"  wrote:
>
>> I am going to make a bold move here and say that Ellin Keene does not believe
>> in scripted programs for phonics or any other aspect of reading!!  I seem
>> to be in the minority at this point, but I am so disheartened by the
>> conversation on this listserv.  The word "Mosaic" really should be taken out
>> of the title of the listserv.  We used to talk about how teachers were 
>> putting
>> together their own lessons for comprehension.  Now, we're talking about
>> scripted phonics programs?   Thank you Renee for bringing back the
>> researcher/practitioner - Ellin Keene - into this conversation!
>> Carrie
>> K-8 - Illinois
>>
>>
>>
>>
>> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>> program.
>>
>> Renee
>>
>>
>> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>>
>>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>>> It is scripted and very easy to follow.  Our students for the most
>>> part do very well with phonics.
>>>
>>
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Re: [MOSAIC] phonics program

[Patricia Kimathi]

I thank you so much for your post.  I love this listserv and value the  
ideas I have been able to gather from other members. I also value how  
it allows be to think through my own ideas and hopefully share ideas  
with others.  I find that this is happening less in schools.  I know  
that this year the teachers I work with are veterans who have a wealth  
of knowledge, but is has been awhile.  On this listserv I have always  
been able to think through   my own beliefs.  I do use many methods  
with children based on their needs.  I usually chose and pick what I  
need from programs.  This year we are using a program that has taken  
from many different programs so I can use what I have always used and  
say it is based on their program.  I tweak what they have to match  
what I need to teach.  I can really see growth. But the core of  
everything is Mosaic and the reading comprehension strategies I have  
learned from this work.
Please continue to share ideas and be kind to each other as you do  
it.  Even those of us who would like to be purest can gain information  
from each other.  I am now interested in how you were able to use  
parts of Wilson with Mosaic.  I will not ask you to share on the list  
so not to bore others, but I am interested.

PatK
On Feb 17, 2012, at 3:52 PM, Palmer, Jennifer wrote:

 I learned a lesson about listening and learning from colleagues  
with different opinions. And, when my attitude shifted, my  
supervisor was more willing to listen to me and give me the  
flexibility I needed to do what I felt was right for kids. Education  
is about relationships... I would argue that online relationships  
are worth protecting as well. Let's think about how we might protect  
those relationships here before we send off an emotionally charged  
post.


As for a common belief system,I think we'd better be careful with  
our assumptions. It's time for a reality check. We have thousands of  
members and I can pretty much assure you that there are many  
different beliefs represented here.


PatK




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Re: [MOSAIC] phonics program

[Renee]

I think there may be some areas where definitions may not be in line.  
To me, there is a huge difference between "explict phonics  
instruction" and "scripted phonics program." I believe the issue  
was  at least for me and a few others who have spoken up that  
the "Mosaic" strategies would not be congruent with a scripted program.


So the issue is how to teach phonics in a way that is congruent with  
a readers workshop model, or at least a model that is focused on the  
larger issue of comprehension and that of students building on their  
own knowledge.


One thing I did in my classroom was use a poem every Monday for a  
variety of strategy lessons. One of those was word study. One was  
phonemic awareness. One was phonics. One was poetry appreciation. One  
was rhyming words. I found the poem of the week to be a very good way  
to introduce and teach phonics from a perspective of meaningful  
connection and student prior knowledge rather than in isolation.


Renee


On Feb 17, 2012, at 5:43 PM, mlred...@aol.com wrote:

Personally, I do not understand the debate.  Knowing phonics is   
integral
to reading and does not mean that students are not reading for   
meaning.
Bottom line-when we are doing reading instruction (reading  for  
meaning)
students should be reading texts that are in their zone of  
proximal  development
which means that they should not be reading texts that are so   
challenging in
terms of decoding. Of course, for independent reading, they are   
reading at
their independent level which is at 98 percent accuracy.  Word   
study needs
to be done outside of the workshop itself,  but it is up to the   
teacher to
make connections for students during reading workshop so that  
there  is
transfer.  transfer does not happen automatically, it has to be   
intentional.

Maxine


In a message dated 2/17/2012 7:48:24 P.M. Eastern Standard Time,
cara.aco...@gmail.com writes:

Look, I  don't want to start a debate, but there is a place for  
phonics
skill  instruction.  It can be weaved into a Reader's workshop  
format as

mini  lessons, and then applied in context.  There are some  kids,
particularly LD kids, dyslexic kids, or struggling readers, who do   
benefit
from explicit phonics instruction.  Does that mean that the   
purpose of
reading isn't still making meaning?  Of course not!   You can't  
make meaning

if you can't read the words!

On Fri, Feb 17,  2012 at 10:50 AM, Lynette DeGraffenried <
l.degraffenr...@nebo.edu>  wrote:

I have used the program with kindergarten through 3 rd  grade and  
love it.
As a Title 1 Coordinator it is great for para  professionals  
working in

small groups. It is flexible so that I can  target specific needs of
students. And it allows for  sequential/developmental growth. I  
also used

it

as a teacher in my own  class-1st and transitional first grades.
Lynette
 l.degraffenr...@nebo.edu

Sent from my iPad

On  Feb 16, 2012, at 8:51 AM, Suzanne Goebert   


wrote:

I was  just wondering if anyone is using Fountas & Pinnell's  
Phonics and

 Word Study program in grade 2?  Or is there a phonics program that

someone
is using that works for them.  I am not a of fan of  programs or  
teaching

in
isolation, but teachers in our district are  seeing low phonics  
scores and
are looking for something  sequential/developmental to use to fill  
in the

gaps.

 Thanks,
Suganne
sgoeb...@waupun.k12.wi.us


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Re: [MOSAIC] phonics program

[Sally Thomas]

And that was also one of Pat Cunningham's strategies.  The person who joined
us from Canada mentioned valuing her work tremendously.   I loved using a
poem a week to teach all those ideas.  Love also that you didn't just use it
for phonics.  It was for poetry's sake with the skills needed as tools to
make meaning!

And yes, I think distinguishing between explicit instruction and scripted
where the program is expected to do all the work and to be applied without
exception to children who are unique and not at all standardized is very
important. Explicit instruction has its place for sure.

I had an exchange this morning with Lynn Stoddard who is a long time
holistic educator - very thoughtful and wise.  And I shared that my students
were beginning to "get" that the "hot" topic of differentiated instruction
is not in fact so hot.  That when the expectation is that the
differentiation is so that all the children reach the very same standards in
the same time frame, it is hypocritical in my view. We have "standardized"
our notion of children and goals for schooling. It's kind of like we still
have one "right answer."  I don't think all children follow the same paths,
follow the same pacing, and don't all have to wind up in the same place.  My
definition of differentiation would be very different from the use it's
currently put to.  Not that I'm against differentiationit's just very
different than how it's being put to work in the classrooms my students are
teaching in.

 
I must say that this whole conversation as been rich and interesting and I'm
glad we've had it.  We are sorting out our practices and understandings
through the dialogue.  It's the "sound bites" that get us in trouble. Think
Jennifer suggested as much that that is a part of our problem.

Sally

PS am thinking through some ideas about the list and how we might keep it in
this more productive mode.  Still need some time to sort through all this in
my mind so will post later

 
  


On 2/18/12 10:02 AM, "Renee"  wrote:

> I think there may be some areas where definitions may not be in line.
> To me, there is a huge difference between "explict phonics
> instruction" and "scripted phonics program." I believe the issue
> was  at least for me and a few others who have spoken up that
> the "Mosaic" strategies would not be congruent with a scripted program.
> 
> So the issue is how to teach phonics in a way that is congruent with
> a readers workshop model, or at least a model that is focused on the
> larger issue of comprehension and that of students building on their
> own knowledge.
> 
> One thing I did in my classroom was use a poem every Monday for a
> variety of strategy lessons. One of those was word study. One was
> phonemic awareness. One was phonics. One was poetry appreciation. One
> was rhyming words. I found the poem of the week to be a very good way
> to introduce and teach phonics from a perspective of meaningful
> connection and student prior knowledge rather than in isolation.
> 
> Renee
> 
> 
> On Feb 17, 2012, at 5:43 PM, mlred...@aol.com wrote:
> 
>> Personally, I do not understand the debate.  Knowing phonics is
>> integral
>> to reading and does not mean that students are not reading for
>> meaning.
>> Bottom line-when we are doing reading instruction (reading  for
>> meaning)
>> students should be reading texts that are in their zone of
>> proximal  development
>> which means that they should not be reading texts that are so
>> challenging in
>> terms of decoding. Of course, for independent reading, they are
>> reading at
>> their independent level which is at 98 percent accuracy.  Word
>> study needs
>> to be done outside of the workshop itself,  but it is up to the
>> teacher to
>> make connections for students during reading workshop so that
>> there  is
>> transfer.  transfer does not happen automatically, it has to be
>> intentional.
>> Maxine
>> 
>> 
>> In a message dated 2/17/2012 7:48:24 P.M. Eastern Standard Time,
>> cara.aco...@gmail.com writes:
>> 
>> Look, I  don't want to start a debate, but there is a place for
>> phonics
>> skill  instruction.  It can be weaved into a Reader's workshop
>> format as
>> mini  lessons, and then applied in context.  There are some  kids,
>> particularly LD kids, dyslexic kids, or struggling readers, who do
>> benefit
>> from explicit phonics instruction.  Does that mean that the
>> purpose of
>> reading isn't still making meaning?  Of course not!   You can't
>> make meaning
>> if you can't read the words!
>> 
>> On Fri, Feb 17,  2012 at 10:50 AM, Lynette DeGraffenried <
>> l.degraffenr...@nebo.edu>  wrote:
>> 
>>> I have used the program with kindergarten through 3 rd  grade and
>>> love it.
>>> As a Title 1 Coordinator it is great for para  professionals
>>> working in
>>> small groups. It is flexible so that I can  target specific needs of
>>> students. And it allows for  sequential/developmental growth. I
>>> also used
>> it
>>> as a teacher in my own  class-1st and

Re: [MOSAIC] phonics program

[Patricia Kimathi]

Thank you.  This makes a lot of sense.  I have never used Wilson, the  
skywriting is something we can all do and most programs have a picture  
keyword component.  Thanks.

Pat
On Feb 19, 2012, at 8:51 AM, Palmer, Jennifer wrote:

Pat...I can tell you briefly what I think works about Wilson  
Fundations... it is the keyword/letter/sound association. Learning a  
consistent picture and keyword really helps struggling kids  
internalize that letter sound relationship. I also liked the  
skywriting---the use of large muscle movements helps the tactile  
kinesthetic kids.


I think what is missing, even from Cunningham (who I love and borrow  
from all the time), is the idea that word learning has a  
developmental component. When we teach a phonics skill whole class  
there is only a small group ready for it. Often 1/3 of the class  
already knows it... and another 1/3 is not ready.
Small group instruction based on developmental assessments of word  
knowledge (like Words their Way) really made the ultimate difference  
for me. There is no point drilling vowel digraphs when the child  
cannot even associate consonant sounds with a letter.


This is why I myself used Renees approach... poetry. Carefully  
choosing poems, I could work with students in small needs groups on  
phonics skills while the other students read. AND yes lots of  
opportunities to apply phonics through reading at an independent and  
instructional level... along with many opportunities to write...


And of course, we need balance. In the early grades I think 1/3 of  
the time on decoding and 2/3 on comprehension is about right.


Jennifer L. Palmer

Instructional Facilitator

National Board Certified Teacher



Magnolia Elementary (home school)

901 Trimble Road

Joppa, MD 21085

410-612-1553

Fax 410-612-1576

"In every child a touch of greatness!!'

Proud of our Title One School



Norrisville Elementary

5302 Norrisville Road

White Hall, MD 21161

410-692-7810

Fax 410-692-7812

Where Bright Futures Begin!!


From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org 
] on behalf of Patricia Kimathi [pkima...@earthlink.net]

Sent: Saturday, February 18, 2012 9:33 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program

I thank you so much for your post.  I love this listserv and value the
ideas I have been able to gather from other members. I also value how
it allows be to think through my own ideas and hopefully share ideas
with others.  I find that this is happening less in schools.  I know
that this year the teachers I work with are veterans who have a wealth
of knowledge, but is has been awhile.  On this listserv I have always
been able to think through   my own beliefs.  I do use many methods
with children based on their needs.  I usually chose and pick what I
need from programs.  This year we are using a program that has taken
from many different programs so I can use what I have always used and
say it is based on their program.  I tweak what they have to match
what I need to teach.  I can really see growth. But the core of
everything is Mosaic and the reading comprehension strategies I have
learned from this work.
Please continue to share ideas and be kind to each other as you do
it.  Even those of us who would like to be purest can gain information
from each other.  I am now interested in how you were able to use
parts of Wilson with Mosaic.  I will not ask you to share on the list
so not to bore others, but I am interested.
PatK
On Feb 17, 2012, at 3:52 PM, Palmer, Jennifer wrote:


I learned a lesson about listening and learning from colleagues
with different opinions. And, when my attitude shifted, my
supervisor was more willing to listen to me and give me the
flexibility I needed to do what I felt was right for kids. Education
is about relationships... I would argue that online relationships
are worth protecting as well. Let's think about how we might protect
those relationships here before we send off an emotionally charged
post.

As for a common belief system,I think we'd better be careful with
our assumptions. It's time for a reality check. We have thousands of
members and I can pretty much assure you that there are many
different beliefs represented here.


PatK




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Re: [MOSAIC] phonics program

[Palmer, Jennifer]

Pat...I can tell you briefly what I think works about Wilson Fundations... it 
is the keyword/letter/sound association. Learning a consistent picture and 
keyword really helps struggling kids internalize that letter sound 
relationship. I also liked the skywriting---the use of large muscle movements 
helps the tactile kinesthetic kids. 

I think what is missing, even from Cunningham (who I love and borrow from all 
the time), is the idea that word learning has a developmental component. When 
we teach a phonics skill whole class there is only a small group ready for it. 
Often 1/3 of the class already knows it... and another 1/3 is not ready. 
Small group instruction based on developmental assessments of word knowledge 
(like Words their Way) really made the ultimate difference for me. There is no 
point drilling vowel digraphs when the child cannot even associate consonant 
sounds with a letter. 

This is why I myself used Renees approach... poetry. Carefully choosing poems, 
I could work with students in small needs groups on phonics skills while the 
other students read. AND yes lots of opportunities to apply phonics through 
reading at an independent and instructional level... along with many 
opportunities to write... 

And of course, we need balance. In the early grades I think 1/3 of the time on 
decoding and 2/3 on comprehension is about right. 

Jennifer L. Palmer

Instructional Facilitator

National Board Certified Teacher



Magnolia Elementary (home school)

901 Trimble Road

Joppa, MD 21085

410-612-1553

Fax 410-612-1576

"In every child a touch of greatness!!'

Proud of our Title One School



Norrisville Elementary

5302 Norrisville Road

White Hall, MD 21161

410-692-7810

Fax 410-692-7812

Where Bright Futures Begin!!


From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org 
[mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of 
Patricia Kimathi [pkima...@earthlink.net]
Sent: Saturday, February 18, 2012 9:33 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program

I thank you so much for your post.  I love this listserv and value the
ideas I have been able to gather from other members. I also value how
it allows be to think through my own ideas and hopefully share ideas
with others.  I find that this is happening less in schools.  I know
that this year the teachers I work with are veterans who have a wealth
of knowledge, but is has been awhile.  On this listserv I have always
been able to think through   my own beliefs.  I do use many methods
with children based on their needs.  I usually chose and pick what I
need from programs.  This year we are using a program that has taken
from many different programs so I can use what I have always used and
say it is based on their program.  I tweak what they have to match
what I need to teach.  I can really see growth. But the core of
everything is Mosaic and the reading comprehension strategies I have
learned from this work.
Please continue to share ideas and be kind to each other as you do
it.  Even those of us who would like to be purest can gain information
from each other.  I am now interested in how you were able to use
parts of Wilson with Mosaic.  I will not ask you to share on the list
so not to bore others, but I am interested.
PatK
On Feb 17, 2012, at 3:52 PM, Palmer, Jennifer wrote:

>  I learned a lesson about listening and learning from colleagues
> with different opinions. And, when my attitude shifted, my
> supervisor was more willing to listen to me and give me the
> flexibility I needed to do what I felt was right for kids. Education
> is about relationships... I would argue that online relationships
> are worth protecting as well. Let's think about how we might protect
> those relationships here before we send off an emotionally charged
> post.
>
> As for a common belief system,I think we'd better be careful with
> our assumptions. It's time for a reality check. We have thousands of
> members and I can pretty much assure you that there are many
> different beliefs represented here.

PatK




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Re: [MOSAIC] phonics program

[Sally Thomas]

pmental component. When
> we teach a phonics skill whole class there is only a small group ready for it.
> Often 1/3 of the class already knows it... and another 1/3 is not ready.
> Small group instruction based on developmental assessments of word knowledge
> (like Words their Way) really made the ultimate difference for me. There is no
> point drilling vowel digraphs when the child cannot even associate consonant
> sounds with a letter.
> 
> This is why I myself used Renees approach... poetry. Carefully choosing poems,
> I could work with students in small needs groups on phonics skills while the
> other students read. AND yes lots of opportunities to apply phonics through
> reading at an independent and instructional level... along with many
> opportunities to write...
> 
> And of course, we need balance. In the early grades I think 1/3 of the time on
> decoding and 2/3 on comprehension is about right.
> 
> Jennifer L. Palmer
> 
> Instructional Facilitator
> 
> National Board Certified Teacher
> 
> 
> 
> Magnolia Elementary (home school)
> 
> 901 Trimble Road
> 
> Joppa, MD 21085
> 
> 410-612-1553
> 
> Fax 410-612-1576
> 
> "In every child a touch of greatness!!'
> 
> Proud of our Title One School
> 
> 
> 
> Norrisville Elementary
> 
> 5302 Norrisville Road
> 
> White Hall, MD 21161
> 
> 410-692-7810
> 
> Fax 410-692-7812
> 
> Where Bright Futures Begin!!
> 
> 
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org
> [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of
> Patricia Kimathi [pkima...@earthlink.net]
> Sent: Saturday, February 18, 2012 9:33 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] phonics program
> 
> I thank you so much for your post.  I love this listserv and value the
> ideas I have been able to gather from other members. I also value how
> it allows be to think through my own ideas and hopefully share ideas
> with others.  I find that this is happening less in schools.  I know
> that this year the teachers I work with are veterans who have a wealth
> of knowledge, but is has been awhile.  On this listserv I have always
> been able to think through   my own beliefs.  I do use many methods
> with children based on their needs.  I usually chose and pick what I
> need from programs.  This year we are using a program that has taken
> from many different programs so I can use what I have always used and
> say it is based on their program.  I tweak what they have to match
> what I need to teach.  I can really see growth. But the core of
> everything is Mosaic and the reading comprehension strategies I have
> learned from this work.
> Please continue to share ideas and be kind to each other as you do
> it.  Even those of us who would like to be purest can gain information
> from each other.  I am now interested in how you were able to use
> parts of Wilson with Mosaic.  I will not ask you to share on the list
> so not to bore others, but I am interested.
> PatK
> On Feb 17, 2012, at 3:52 PM, Palmer, Jennifer wrote:
> 
>>  I learned a lesson about listening and learning from colleagues
>> with different opinions. And, when my attitude shifted, my
>> supervisor was more willing to listen to me and give me the
>> flexibility I needed to do what I felt was right for kids. Education
>> is about relationships... I would argue that online relationships
>> are worth protecting as well. Let's think about how we might protect
>> those relationships here before we send off an emotionally charged
>> post.
>> 
>> As for a common belief system,I think we'd better be careful with
>> our assumptions. It's time for a reality check. We have thousands of
>> members and I can pretty much assure you that there are many
>> different beliefs represented here.
> 
> PatK
> 
> 
> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
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> 



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Re: [MOSAIC] phonics program

[Palmer, Jennifer]

Sally
Share whatever you wish with your students. I wouldn't put it out there on the 
list if I was protecting it as my personal intellectual property... :-)  
(thanks for asking though!)

What I think your post brings into the picture is an idea I have been thinking 
long and hard about. Now that I am a professional developer and have left the 
classroom for a time, I have the privelege of seeing a lot of classroom 
instruction. What I see over and over, even with very good teachers, is a lack 
of professional knowledge...a lack of knowledge about current research.

 Now, let me define what I mean by professional knowledge here, before I get 
myself into trouble. My teachers know pedagogy... they know how to create 
assessments, they know how to create visuals and lovely presentation on the 
interactive whiteboard.  They are very talented in so many ways...I am NOT 
meaning to diss them here. They know how to create opportunities for turn and 
talk, how to integrate movements. But what is missing is the big picture. They 
can assess phonics knowledge, but don't understand the continuum...how that 
builds. They can assess phonemic awareness, but don't know why students need 
this or how it affects reading and spelling. They can determine whether  or not 
students can predict, but they don't understand how predicting can work 
together with other strategies like self questioning or inferring to help with 
comprehension. 

What is missing is the big picture... how comprehension, fluency, decoding is 
integrated. How one affects the other. They might say that a student who 
doesn't comprehend needs more strategy work but not see that the problem is not 
the thinking, it is the decoding...or the lack of vocabulary knowledge...or the 
lack of automaticity in word reading.  They do the right things many times, 
without understanding of why they do them. They don't understand WHY it helps 
students to turn and talk...so they don't always use it to maximum benefit. 
They will create small groups during reading, without understanding that they 
don't have to be at the same reading level all the time, that the groups can be 
based on similar needs (phonics, fluency. even interest!!)

So, I need to do something about this... but when? And with what money??? And 
common core along with a new observation and evaluation system is coming around 
the corner so staff development time will be sucked up with all that. 
I get discouraged too... but I see the listserv as a tool. Building true depth 
of knowledge in the area of reading so that more teachers can make the right 
choices for kids. When teachers don't understand why things work or don't 
work...when they lack the big picture.. and when profesional developers like me 
can't find a way to fill the gaps, the introduction of scripted "teacher proof" 
programs becomes a reasonable idea in the eyes of administrators. SO, let's 
keep getting the knowledge out there! Whatever vehicles it takes!!
Jennifer


Jennifer L. Palmer

Instructional Facilitator

National Board Certified Teacher



Magnolia Elementary (home school)

901 Trimble Road

Joppa, MD 21085

410-612-1553

Fax 410-612-1576

"In every child a touch of greatness!!'

Proud of our Title One School



Norrisville Elementary

5302 Norrisville Road

White Hall, MD 21161

410-692-7810

Fax 410-692-7812

Where Bright Futures Begin!!


From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org 
[mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of 
Sally Thomas [sally.thom...@verizon.net]
Sent: Sunday, February 19, 2012 2:08 PM
To: mosaic listserve
Subject: Re: [MOSAIC] phonics program

I agree with you Jennifer.  Thanks for saying it so clearly.  Would it be
okay if I share it with my new teacher students?

Also I think what makes me react so strongly to scripted programs is NOT
that they don't use useful concepts (like the multisensory and the keyword
associations you mention) but that in the hands of teachers (and
administrators) who are not knowledgeable they get used in ways that I think
are not positive in the long run.  As you say, we need to know the
developmental levels of unique children and help them learn "at their point
of need."  (I like this concept that I got from a long ago wonderful book on
writing)  And because, as teachers teach Wilson with some of the children
not ready to get the point, often without realizing they spend more and more
time teaching something some children already have and other children
weren't ready for in the first place.  Thus the balance tips way in the
direction of phonics and meaning/comprehension gets neglected or put off
until the children can decode. I would never argue that we don't need to
teach decoding.  We just need to teach it WITH comprehension, in fact as a
necessary tool for reading with u

Re: [MOSAIC] phonics program

[seawink3]

I think Keen's new book Talk About Understanding and the one before to 
Understand may be helpful for this sort of thing. I just got them an have not 
completely read them but so far they seem to address this issue. 
 Hope it helps

 

 

-Original Message-
From: Palmer, Jennifer 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Mon, Feb 20, 2012 4:28 pm
Subject: Re: [MOSAIC] phonics program


Sally
Share whatever you wish with your students. I wouldn't put it out there on the 
list if I was protecting it as my personal intellectual property... :-)  
(thanks 
for asking though!)

What I think your post brings into the picture is an idea I have been thinking 
long and hard about. Now that I am a professional developer and have left the 
classroom for a time, I have the privelege of seeing a lot of classroom 
instruction. What I see over and over, even with very good teachers, is a lack 
of professional knowledge...a lack of knowledge about current research.

 Now, let me define what I mean by professional knowledge here, before I get 
myself into trouble. My teachers know pedagogy... they know how to create 
assessments, they know how to create visuals and lovely presentation on the 
interactive whiteboard.  They are very talented in so many ways...I am NOT 
meaning to diss them here. They know how to create opportunities for turn and 
talk, how to integrate movements. But what is missing is the big picture. They 
can assess phonics knowledge, but don't understand the continuum...how that 
builds. They can assess phonemic awareness, but don't know why students need 
this or how it affects reading and spelling. They can determine whether  or not 
students can predict, but they don't understand how predicting can work 
together 
with other strategies like self questioning or inferring to help with 
comprehension. 

What is missing is the big picture... how comprehension, fluency, decoding is 
integrated. How one affects the other. They might say that a student who 
doesn't 
comprehend needs more strategy work but not see that the problem is not the 
thinking, it is the decoding...or the lack of vocabulary knowledge...or the 
lack 
of automaticity in word reading.  They do the right things many times, without 
understanding of why they do them. They don't understand WHY it helps students 
to turn and talk...so they don't always use it to maximum benefit. They will 
create small groups during reading, without understanding that they don't have 
to be at the same reading level all the time, that the groups can be based on 
similar needs (phonics, fluency. even interest!!)

So, I need to do something about this... but when? And with what money??? And 
common core along with a new observation and evaluation system is coming around 
the corner so staff development time will be sucked up with all that. 
I get discouraged too... but I see the listserv as a tool. Building true depth 
of knowledge in the area of reading so that more teachers can make the right 
choices for kids. When teachers don't understand why things work or don't 
work...when they lack the big picture.. and when profesional developers like me 
can't find a way to fill the gaps, the introduction of scripted "teacher proof" 
programs becomes a reasonable idea in the eyes of administrators. SO, let's 
keep 
getting the knowledge out there! Whatever vehicles it takes!!
Jennifer


Jennifer L. Palmer

Instructional Facilitator

National Board Certified Teacher



Magnolia Elementary (home school)

901 Trimble Road

Joppa, MD 21085

410-612-1553

Fax 410-612-1576

"In every child a touch of greatness!!'

Proud of our Title One School



Norrisville Elementary

5302 Norrisville Road

White Hall, MD 21161

410-692-7810

Fax 410-692-7812

Where Bright Futures Begin!!


From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org 
[mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of 
Sally Thomas [sally.thom...@verizon.net]
Sent: Sunday, February 19, 2012 2:08 PM
To: mosaic listserve
Subject: Re: [MOSAIC] phonics program

I agree with you Jennifer.  Thanks for saying it so clearly.  Would it be
okay if I share it with my new teacher students?

Also I think what makes me react so strongly to scripted programs is NOT
that they don't use useful concepts (like the multisensory and the keyword
associations you mention) but that in the hands of teachers (and
administrators) who are not knowledgeable they get used in ways that I think
are not positive in the long run.  As you say, we need to know the
developmental levels of unique children and help them learn "at their point
of need."  (I like this concept that I got from a long ago wonderful book on
writing)  And because, as teachers teach Wilson with some of the children
not ready to get the point, often without real

Re: [MOSAIC] phonics program

[Patricia Kimathi]

At least you are in a position to help make changes as I get ready to  
retire I really feel horrible that I will no longer be able to share  
what I have learned reading and attending conferences and being part  
of listserv like this one.  What do I do with my time and energy to  
help?  My husband and I are working on creating a non-profit to help  
parents understand what is or is not happening in their child's  
classroom.  They can help make a difference.  I had a teacher observe  
my classroom.  I had children sharing books that they had read with  
each other and then sharing what they had learned about the book with  
the class.  She described the lesson as something that I had attempted  
that had failed.  I was very pleased with the outcome and thought the  
lesson was very successful.  She did not stop to talk to me but  
shared  with my coordinator who has been out of the classroom for a  
long time and has not really kept up with the research.  To her credit  
she removed her child from my classroom.  I say to her credit because  
I know she would have been uncomfortable and would have kept my  
children from receiving the benefits from sharing their reading and  
their knowledge. I want them to love reading and look for books that  
they will enjoy.  It really has worked for me and them.

PatK
On Feb 20, 2012, at 12:03 PM, Palmer, Jennifer wrote:

 When teachers don't understand why things work or don't work...when  
they lack the big picture.. and when profesional developers like me  
can't find a way to fill the gaps, the introduction of scripted  
"teacher proof" programs becomes a reasonable idea in the eyes of  
administrators. SO, let's keep getting the knowledge out there!  
Whatever vehicles it takes!!


PatK




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Re: [MOSAIC] phonics program

[Sally Thomas]

Pat,  I've felt the same.  Realizing mywhole identity is wrapped up in being
a teacher and making a difference.  I have loved volunteering on an ongoing
basis in 4 classrooms where the teachers know me and my work and value
having me there to really help - not just doing stuff.  I work with
struggling readers, sometimes I work with supporting writing and helping
children publish etc.  It's like I get to do all the most important stuff
for me and don't have to do the parts that are wearing or frustrating or...
That has helped me a lot.

I also am active on a number of lists, some of which are more activist than
mosaics.  Arn and epata are assessment web sites fighting the current
testing nightmare and the impact on classrooms and children and teachers.
Opt out of testing is another aimed at parents as well as teachers again to
fight the testing that is so changing the nature of our schools.  I also
love the TLN (teaching learning network) and the TAWL (whole language)
Lists.   I've joined in with a Facebook pledge to share widely the articles
and blogs and passionate educators who are fighting against the neo liberal
school reform moves, e.g. Privatization, online schools, charters (tho not
against all charters certainly), teacher evals based on testing, quesitoning
common core and so on and on.  Idea being if each of us can share some
articles for dicussion with our "friends" they can share on their pages and
the ripples spread widely.  This work all makes me feel like I still make a
difference.

I think the non profit you are planning sounds WONDERFUL.  Until we can get
parents, families, communities involved and knowledgeable it's going to be
hard to make changes.

Please keep in touch.  I would be glad to be connected to your non profit
and share your work as well as share links and groups that might be helpful
to you.  

I forget the saying that has guided my life but it is something about
working globally and locally.  I've found I need both.

Sally

PS just too bad for that teacher who didn't understand your classroom.  I've
had that experience often in my teaching.  We understand - on this list and
on the other lists I know you're on!!!


On 2/20/12 6:14 PM, "Patricia Kimathi"  wrote:

> At least you are in a position to help make changes as I get ready to
> retire I really feel horrible that I will no longer be able to share
> what I have learned reading and attending conferences and being part
> of listserv like this one.  What do I do with my time and energy to
> help?  My husband and I are working on creating a non-profit to help
> parents understand what is or is not happening in their child's
> classroom.  They can help make a difference.  I had a teacher observe
> my classroom.  I had children sharing books that they had read with
> each other and then sharing what they had learned about the book with
> the class.  She described the lesson as something that I had attempted
> that had failed.  I was very pleased with the outcome and thought the
> lesson was very successful.  She did not stop to talk to me but
> shared  with my coordinator who has been out of the classroom for a
> long time and has not really kept up with the research.  To her credit
> she removed her child from my classroom.  I say to her credit because
> I know she would have been uncomfortable and would have kept my
> children from receiving the benefits from sharing their reading and
> their knowledge. I want them to love reading and look for books that
> they will enjoy.  It really has worked for me and them.
> PatK
> On Feb 20, 2012, at 12:03 PM, Palmer, Jennifer wrote:
> 
>>  When teachers don't understand why things work or don't work...when
>> they lack the big picture.. and when profesional developers like me
>> can't find a way to fill the gaps, the introduction of scripted
>> "teacher proof" programs becomes a reasonable idea in the eyes of
>> administrators. SO, let's keep getting the knowledge out there!
>> Whatever vehicles it takes!!
> 
> PatK
> 
> 
> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



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Re: [MOSAIC] phonics program

[Pauline K Nagle]

I have worked in several districts in Michigan and am currently a
Curriculum Coordinator for Elementary Instruction.  I, too, have been
looking at phonics programs, because as I see it, not all teachers are
created equal.  While I would love to see all teachers creating literature
rich, cross-curriculuar connections, with embedded word study work, I know
that it is not the reality of our district or every teacher.  To be fair, I
don't think that we spend the amount of professional development necessary
for all teachers to be strong experts of both their content and of
explicit, scaffolded instruction.  So, while I work towards that particular
goal, I need to find a "program" that equals the playing field across all
classrooms so that I do not create a district of "have good phonics
instruction" and "have poor phonics instruction".  If a quality program
exists, that also provides flexibility (which I think the Fountas & Pinnell
program does), then those with the expertise will be able to use it
flexibly and those that need the structure of the program may have an
improved quality of instruction.  I currently have K teachers piloting the
F&P Word Study work.

I have a sample of Fundamentals and am wondering from those that have used
it, how you got started and why you chose it over the others.   The same
with Saxon or Wilson Language.  Was Fountas & Pinnell available at the
point of your decision making and you chose those over F&P?  Any
information would be helpful.


Thanks for your help.

On Fri, Feb 17, 2012 at 11:22 PM, Renee  wrote:

> In a nutshell. I ran an individualized reading program that was
> basically a combined readers' and writers' workshop, in which students
> chose their own reading material, and I did comprehensive individual
> conferences with each student at least a couple of times a week, during
> which they talked about what they were reading, read aloud a bit to me, and
> we discussed their writing, including how they used phonetic strategies in
> their writing. They had individualized spelling tests and we also had
> class-wide spelling words that were chunked into groups of words that
> shared some kind of phonetic or spelling structure (and they chose the
> words, as a group). My students wrote every day, and I almost never gave
> them writing prompts unless I wanted them to include something specific. If
> I did give prompts, I tried to make them as open-ended as possible. Some of
> their writing was creative, some was literature response, and some was
> informational. My students created class books, and individual books. I
> incorporated lots and lots of drawing and other art to tap into the realm
> of the visual learner. And yes, I also did some isolated phonics
> instruction as I saw a need, but most of the phonics instruction was done
> through individual students' own writing.
>
> I am retired now and substituting, and, like Sally, I am in many different
> classrooms in a couple of different districts, and I do not find the print
> rich environments that I created as a teacher. I almost never see poetry on
> the walls, or collaborative stories, or teacher and/or student made charts.
> I see a lot of isolated this and that and very little connection between
> one subject an another, or even between reading and writing. "Explicit"
> phonics instruction does not need to mean scripted programs.
>
> I'm sorry if I stepped on anyone's toes. But for those who are not sure
> what this list is supposed to be about, if you haven't read Mosaic of
> Thought... pick up a copy and see what it's about.
>
> Renee
>
>
>
> On Feb 17, 2012, at 6:02 PM, Palmer, Jennifer wrote:
>
>  So Renee, why don't you share how you handle this issue? How do you find
>> what kids need? How do you structure your classroom instruction to hit
>> multiple needs? Please share how you kid watch and then use what you've
>> learned? I think there's a lot of people who'd benefit from your
>> experiences.
>>
>> Sent from my iPhone
>>
>> On Feb 17, 2012, at 8:34 PM, "Renee"  wrote:
>>
>>  No one has suggested that phonics has no place in skill instruction.
>>> The question was about **scripted** phonics programs, which I  and
>>> others do not feel are congruent with the Mosaic of Thought strategies
>>> for reading instruction. Of course phonics instruction is part of reading
>>> instruction. Part of it. And being able to decode is an important strategy
>>> in the comprehension process. But a scripted phonics program will not, by
>>> definition, look at individual needs of children, nor will it guide the
>>> teacher toward effective, individualized, kid-watching strategies.
>>>
>>> Renee
>>>
>>>
>>>
>>>
>>> On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:
>>>
>>> Look, I don't want to start a debate, but there is a place for phonics
 skill instruction.  It can be weaved into a Reader's workshop format as
 mini lessons, and then applied in context.  There are some kids,
 particularly LD kids, dys

Re: [MOSAIC] phonics program

[Pauline K Nagle]

Hi everyone,
I am a newbie to Mosaic, so have simply been responding to the topics at
hand.  I can see that this is a passionate group of people with a specific
goal in mind...which is to discuss comprehension instruction...correct?  I
landed on this list serv as I was searching for ideas on how to provide
professional development for Reader's Workshop...and yes, we know that all
things in instruction, should ultimately be about comprehension.  So, how
do you keep the focus narrow, or specific?  Should there be a list of norms
set up connected to the list serv?  Perhaps there is and I have missed it.
If this is a knowledgable group of educators, why would we want to keep the
topics narrow?  Just some thoughts...

I appreciate the forum either way...but if there was a specific intention
and it is getting lost, then the question is how do we keep it focused?

-pauline

On Fri, Feb 17, 2012 at 1:07 PM, Carrie Cahill  wrote:

> I am going to make a bold move here and say that Ellin Keene does not
> believe in scripted programs for phonics or any other aspect of
> reading!!  I seem to be in the minority at this point, but I am so
> disheartened by the conversation on this listserv.  The word "Mosaic"
> really should be taken out of the title of the listserv.  We used to talk
> about how teachers were putting together their own lessons for
> comprehension.  Now, we're talking about scripted phonics programs?
> Thank you Renee for bringing back the researcher/practitioner - Ellin Keene
> - into this conversation!
> Carrie
> K-8 - Illinois
>
>
>
>
> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
> program.
>
> Renee
>
>
> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>
> > Our district uses Saxon Phonics K-2 and the teachers really like it.
> > It is scripted and very easy to follow.  Our students for the most
> > part do very well with phonics.
> >
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>
>
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Re: [MOSAIC] phonics program

[Taryn Vanderburg]

Jennifer, I would also appreciate this research.  

Thank you,
Taryn Vanderburg

Sent from my iPad

On Feb 24, 2012, at 9:05 AM, Judy Shenker  wrote:

> Hi Jennifer,
> 
> I would be very interested in any research supporting the ineffectiveness
> of whole group phonics.
> 
> Thank-you,
> 
> Judy
> 
> Judy Shenker 
> Learning Enrichment And Development Coordinator
> Coordinatrice en enrichissement et développement de l'apprentissage
> 
> Lower Canada College
> 4090, avenue Royal 
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
> 
> Students first 
> L'élève avant tout 
> Celebrating 15 years of coeducation
> LCC célèbre 15 ans d'éducation mixte
> 
> 
> 
> 
> On 12-02-24 7:43 AM, "Palmer, Jennifer"  wrote:
> 
>> Pauline , I understand your dilemma. I am in the same position. Yet, no
>> matter how good the program, the only thing that's going to level the
>> playing field is PD.
>> We started Wilson before Fountas and Pinnell. The problem I see with any
>> phonics program is that it teaches the same skills to everyone. This
>> ensures that 2/3 of the kids will not learn. 1/3 of the kids already know
>> the skill. 1/3 are not ready to learn it. Whatever program you land on,
>> PD for it needs to include differentiation...assessment of student need
>> then small group instruction targeted to those needs.
>> 
>> Let me know if you need the research behind this!! Whole group phonics is
>> ineffective. Consider the developmental nature of word learning in how
>> you proceed.
>> Jennifer
>> 
>> 
>> On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle" 
>> wrote:
>> 
>>> I have worked in several districts in Michigan and am currently a
>>> Curriculum Coordinator for Elementary Instruction.  I, too, have been
>>> looking at phonics programs, because as I see it, not all teachers are
>>> created equal.  While I would love to see all teachers creating
>>> literature
>>> rich, cross-curriculuar connections, with embedded word study work, I
>>> know
>>> that it is not the reality of our district or every teacher.  To be
>>> fair, I
>>> don't think that we spend the amount of professional development
>>> necessary
>>> for all teachers to be strong experts of both their content and of
>>> explicit, scaffolded instruction.  So, while I work towards that
>>> particular
>>> goal, I need to find a "program" that equals the playing field across
>>> all
>>> classrooms so that I do not create a district of "have good phonics
>>> instruction" and "have poor phonics instruction".  If a quality program
>>> exists, that also provides flexibility (which I think the Fountas &
>>> Pinnell
>>> program does), then those with the expertise will be able to use it
>>> flexibly and those that need the structure of the program may have an
>>> improved quality of instruction.  I currently have K teachers piloting
>>> the
>>> F&P Word Study work.
>>> 
>>> I have a sample of Fundamentals and am wondering from those that have
>>> used
>>> it, how you got started and why you chose it over the others.   The same
>>> with Saxon or Wilson Language.  Was Fountas & Pinnell available at the
>>> point of your decision making and you chose those over F&P?  Any
>>> information would be helpful.
>>> 
>>> 
>>> Thanks for your help.
>>> 
>>> On Fri, Feb 17, 2012 at 11:22 PM, Renee 
>>> wrote:
>>> 
 In a nutshell. I ran an individualized reading program that was
 basically a combined readers' and writers' workshop, in which students
 chose their own reading material, and I did comprehensive individual
 conferences with each student at least a couple of times a week, during
 which they talked about what they were reading, read aloud a bit to
 me, and
 we discussed their writing, including how they used phonetic
 strategies in
 their writing. They had individualized spelling tests and we also had
 class-wide spelling words that were chunked into groups of words that
 shared some kind of phonetic or spelling structure (and they chose the
 words, as a group). My students wrote every day, and I almost never
 gave
 them writing prompts unless I wanted them to include something
 specific. If
 I did give prompts, I tried to make them as open-ended as possible.
 Some of
 their writing was creative, some was literature response, and some was
 informational. My students created class books, and individual books. I
 incorporated lots and lots of drawing and other art to tap into the
 realm
 of the visual learner. And yes, I also did some isolated phonics
 instruction as I saw a need, but most of the phonics instruction was
 done
 through individual students' own writing.
 
 I am retired now and substituting, and, like Sally, I am in many
 different
 classrooms in a couple of different districts, and I do not find the
 print
 rich environments that I created as a teacher. 

Re: [MOSAIC] phonics program

[Judy Shenker]

Hi Jennifer,

I would be very interested in any research supporting the ineffectiveness
of whole group phonics.

Thank-you,

Judy
 
Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-02-24 7:43 AM, "Palmer, Jennifer"  wrote:

>Pauline , I understand your dilemma. I am in the same position. Yet, no
>matter how good the program, the only thing that's going to level the
>playing field is PD.
>We started Wilson before Fountas and Pinnell. The problem I see with any
>phonics program is that it teaches the same skills to everyone. This
>ensures that 2/3 of the kids will not learn. 1/3 of the kids already know
>the skill. 1/3 are not ready to learn it. Whatever program you land on,
>PD for it needs to include differentiation...assessment of student need
>then small group instruction targeted to those needs.
>
>Let me know if you need the research behind this!! Whole group phonics is
>ineffective. Consider the developmental nature of word learning in how
>you proceed.
>Jennifer
>
>
>On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle" 
>wrote:
>
>> I have worked in several districts in Michigan and am currently a
>> Curriculum Coordinator for Elementary Instruction.  I, too, have been
>> looking at phonics programs, because as I see it, not all teachers are
>> created equal.  While I would love to see all teachers creating
>>literature
>> rich, cross-curriculuar connections, with embedded word study work, I
>>know
>> that it is not the reality of our district or every teacher.  To be
>>fair, I
>> don't think that we spend the amount of professional development
>>necessary
>> for all teachers to be strong experts of both their content and of
>> explicit, scaffolded instruction.  So, while I work towards that
>>particular
>> goal, I need to find a "program" that equals the playing field across
>>all
>> classrooms so that I do not create a district of "have good phonics
>> instruction" and "have poor phonics instruction".  If a quality program
>> exists, that also provides flexibility (which I think the Fountas &
>>Pinnell
>> program does), then those with the expertise will be able to use it
>> flexibly and those that need the structure of the program may have an
>> improved quality of instruction.  I currently have K teachers piloting
>>the
>> F&P Word Study work.
>> 
>> I have a sample of Fundamentals and am wondering from those that have
>>used
>> it, how you got started and why you chose it over the others.   The same
>> with Saxon or Wilson Language.  Was Fountas & Pinnell available at the
>> point of your decision making and you chose those over F&P?  Any
>> information would be helpful.
>> 
>> 
>> Thanks for your help.
>> 
>> On Fri, Feb 17, 2012 at 11:22 PM, Renee 
>>wrote:
>> 
>>> In a nutshell. I ran an individualized reading program that was
>>> basically a combined readers' and writers' workshop, in which students
>>> chose their own reading material, and I did comprehensive individual
>>> conferences with each student at least a couple of times a week, during
>>> which they talked about what they were reading, read aloud a bit to
>>>me, and
>>> we discussed their writing, including how they used phonetic
>>>strategies in
>>> their writing. They had individualized spelling tests and we also had
>>> class-wide spelling words that were chunked into groups of words that
>>> shared some kind of phonetic or spelling structure (and they chose the
>>> words, as a group). My students wrote every day, and I almost never
>>>gave
>>> them writing prompts unless I wanted them to include something
>>>specific. If
>>> I did give prompts, I tried to make them as open-ended as possible.
>>>Some of
>>> their writing was creative, some was literature response, and some was
>>> informational. My students created class books, and individual books. I
>>> incorporated lots and lots of drawing and other art to tap into the
>>>realm
>>> of the visual learner. And yes, I also did some isolated phonics
>>> instruction as I saw a need, but most of the phonics instruction was
>>>done
>>> through individual students' own writing.
>>> 
>>> I am retired now and substituting, and, like Sally, I am in many
>>>different
>>> classrooms in a couple of different districts, and I do not find the
>>>print
>>> rich environments that I created as a teacher. I almost never see
>>>poetry on
>>> the walls, or collaborative stories, or teacher and/or student made
>>>charts.
>>> I see a lot of isolated this and that and very little connection
>>>between
>>> one subject an another, or even between reading and writing. "Explicit"
>>> phonics instruction does not need to mean scripted programs.
>

Re: [MOSAIC] phonics program

[Palmer, Jennifer]

Pauline , I understand your dilemma. I am in the same position. Yet, no matter 
how good the program, the only thing that's going to level the playing field is 
PD.  
We started Wilson before Fountas and Pinnell. The problem I see with any 
phonics program is that it teaches the same skills to everyone. This ensures 
that 2/3 of the kids will not learn. 1/3 of the kids already know the skill. 
1/3 are not ready to learn it. Whatever program you land on, PD for it needs to 
include differentiation...assessment of student need then small group 
instruction targeted to those needs.

Let me know if you need the research behind this!! Whole group phonics is 
ineffective. Consider the developmental nature of word learning in how you 
proceed.
Jennifer


On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle"  wrote:

> I have worked in several districts in Michigan and am currently a
> Curriculum Coordinator for Elementary Instruction.  I, too, have been
> looking at phonics programs, because as I see it, not all teachers are
> created equal.  While I would love to see all teachers creating literature
> rich, cross-curriculuar connections, with embedded word study work, I know
> that it is not the reality of our district or every teacher.  To be fair, I
> don't think that we spend the amount of professional development necessary
> for all teachers to be strong experts of both their content and of
> explicit, scaffolded instruction.  So, while I work towards that particular
> goal, I need to find a "program" that equals the playing field across all
> classrooms so that I do not create a district of "have good phonics
> instruction" and "have poor phonics instruction".  If a quality program
> exists, that also provides flexibility (which I think the Fountas & Pinnell
> program does), then those with the expertise will be able to use it
> flexibly and those that need the structure of the program may have an
> improved quality of instruction.  I currently have K teachers piloting the
> F&P Word Study work.
> 
> I have a sample of Fundamentals and am wondering from those that have used
> it, how you got started and why you chose it over the others.   The same
> with Saxon or Wilson Language.  Was Fountas & Pinnell available at the
> point of your decision making and you chose those over F&P?  Any
> information would be helpful.
> 
> 
> Thanks for your help.
> 
> On Fri, Feb 17, 2012 at 11:22 PM, Renee  wrote:
> 
>> In a nutshell. I ran an individualized reading program that was
>> basically a combined readers' and writers' workshop, in which students
>> chose their own reading material, and I did comprehensive individual
>> conferences with each student at least a couple of times a week, during
>> which they talked about what they were reading, read aloud a bit to me, and
>> we discussed their writing, including how they used phonetic strategies in
>> their writing. They had individualized spelling tests and we also had
>> class-wide spelling words that were chunked into groups of words that
>> shared some kind of phonetic or spelling structure (and they chose the
>> words, as a group). My students wrote every day, and I almost never gave
>> them writing prompts unless I wanted them to include something specific. If
>> I did give prompts, I tried to make them as open-ended as possible. Some of
>> their writing was creative, some was literature response, and some was
>> informational. My students created class books, and individual books. I
>> incorporated lots and lots of drawing and other art to tap into the realm
>> of the visual learner. And yes, I also did some isolated phonics
>> instruction as I saw a need, but most of the phonics instruction was done
>> through individual students' own writing.
>> 
>> I am retired now and substituting, and, like Sally, I am in many different
>> classrooms in a couple of different districts, and I do not find the print
>> rich environments that I created as a teacher. I almost never see poetry on
>> the walls, or collaborative stories, or teacher and/or student made charts.
>> I see a lot of isolated this and that and very little connection between
>> one subject an another, or even between reading and writing. "Explicit"
>> phonics instruction does not need to mean scripted programs.
>> 
>> I'm sorry if I stepped on anyone's toes. But for those who are not sure
>> what this list is supposed to be about, if you haven't read Mosaic of
>> Thought... pick up a copy and see what it's about.
>> 
>> Renee
>> 
>> 
>> 
>> On Feb 17, 2012, at 6:02 PM, Palmer, Jennifer wrote:
>> 
>> So Renee, why don't you share how you handle this issue? How do you find
>>> what kids need? How do you structure your classroom instruction to hit
>>> multiple needs? Please share how you kid watch and then use what you've
>>> learned? I think there's a lot of people who'd benefit from your
>>> experiences.
>>> 
>>> Sent from my iPhone
>>> 
>>> On Feb 17, 2012, at 8:34 PM, "Renee"  wrote:
>>> 
>>> No one has sugg

Re: [MOSAIC] phonics program

[Ward, Lisa]

I would too considering we just are implementing Fountas and Pinnell and I have 
to same fears... so would really appreciate the research so we as coaches are 
more informed with "research" for our administration.
Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Taryn Vanderburg
Sent: Friday, February 24, 2012 7:36 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Cc: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program

Jennifer, I would also appreciate this research.

Thank you,
Taryn Vanderburg

Sent from my iPad

On Feb 24, 2012, at 9:05 AM, Judy Shenker  wrote:

> Hi Jennifer,
>
> I would be very interested in any research supporting the
> ineffectiveness of whole group phonics.
>
> Thank-you,
>
> Judy
>
> Judy Shenker
> Learning Enrichment And Development Coordinator Coordinatrice en
> enrichissement et développement de l'apprentissage
>
> Lower Canada College
> 4090, avenue Royal
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
>
> Students first
> L'élève avant tout
> Celebrating 15 years of coeducation
> LCC célèbre 15 ans d'éducation mixte
>
>
>
>
> On 12-02-24 7:43 AM, "Palmer, Jennifer"  wrote:
>
>> Pauline , I understand your dilemma. I am in the same position. Yet,
>> no matter how good the program, the only thing that's going to level
>> the playing field is PD.
>> We started Wilson before Fountas and Pinnell. The problem I see with
>> any phonics program is that it teaches the same skills to everyone.
>> This ensures that 2/3 of the kids will not learn. 1/3 of the kids
>> already know the skill. 1/3 are not ready to learn it. Whatever
>> program you land on, PD for it needs to include
>> differentiation...assessment of student need then small group instruction 
>> targeted to those needs.
>>
>> Let me know if you need the research behind this!! Whole group
>> phonics is ineffective. Consider the developmental nature of word
>> learning in how you proceed.
>> Jennifer
>>
>>
>> On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle" 
>> wrote:
>>
>>> I have worked in several districts in Michigan and am currently a
>>> Curriculum Coordinator for Elementary Instruction.  I, too, have
>>> been looking at phonics programs, because as I see it, not all
>>> teachers are created equal.  While I would love to see all teachers
>>> creating literature rich, cross-curriculuar connections, with
>>> embedded word study work, I know that it is not the reality of our
>>> district or every teacher.  To be fair, I don't think that we spend
>>> the amount of professional development necessary for all teachers to
>>> be strong experts of both their content and of explicit, scaffolded
>>> instruction.  So, while I work towards that particular goal, I need
>>> to find a "program" that equals the playing field across all
>>> classrooms so that I do not create a district of "have good phonics
>>> instruction" and "have poor phonics instruction".  If a quality
>>> program exists, that also provides flexibility (which I think the
>>> Fountas & Pinnell program does), then those with the expertise will
>>> be able to use it flexibly and those that need the structure of the
>>> program may have an improved quality of instruction.  I currently
>>> have K teachers piloting the F&P Word Study work.
>>>
>>> I have a sample of Fundamentals and am wondering from those that
>>> have used
>>> it, how you got started and why you chose it over the others.   The same
>>> with Saxon or Wilson Language.  Was Fountas & Pinnell available at
>>> the point of your decision making and you chose those over F&P?  Any
>>> information would be helpful.
>>>
>>>
>>> Thanks for your help.
>>>
>>> On Fri, Feb 17, 2012 at 11:22 PM, Renee 
>>> wrote:
>>>
>>>> In a nutshell. I ran an individualized reading program that was
>>>> basically a combined readers' and writers' workshop, in which
>>>> students chose their own reading material, and I did comprehensive
>>>> individual conferences with each student at least a couple of times
>>>> a week, during which they talked about what they were reading, read
>>>> aloud a bit t

Re: [MOSAIC] Phonics research..

[Katie Green]

On 2/24/2012 2:49 PM, Palmer, Jennifer wrote:

I will send the references for this research to the whole list when I get a 
minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't walk! 
It references many of the studies you need.

Sent from my iPhone
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We use this for our"spelling" program and it seems to really help my 
students.


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Re: [MOSAIC] Phonics research..

[Palmer, Jennifer]

Gena... Can you share how you are using it and what PD was given to teachers??

Sent from my iPhone

On Feb 24, 2012, at 7:48 PM, "Gena Schuck"  wrote:

> I love words their way! My district is very data driven but sold on it!!
> 
> Blessings,
> ~Gena~
> 
> On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"  
> wrote:
> 
>> I will send the references for this research to the whole list when I get a 
>> minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't 
>> walk! It references many of the studies you need.
>> 
>> Sent from my iPhone
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
> 
> ___
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> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 

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Re: [MOSAIC] Phonics research..

[Gena Schuck]

I love words their way! My district is very data driven but sold on it!!

Blessings,
~Gena~

On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"  
wrote:

> I will send the references for this research to the whole list when I get a 
> minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't 
> walk! It references many of the studies you need.
> 
> Sent from my iPhone
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 

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Re: [MOSAIC] phonics program

[Pauline K Nagle]

Yes, Jennifer, agreed.  PD is vital and differentiation is
imperative. We use a workshop format for reading and writing and I'd like
to move people into learning about word study.   I just want to equal the
playing field by having one stronger product to start with as a foundation,
rather than everyone choosing haphazardly. That way, I have a tool to start
with as we move into PD for word study...just wondering why people are
choosing different products.


 On Fri, Feb 24, 2012 at 12:16 AM, Pauline K Nagle wrote:

> I have worked in several districts in Michigan and am currently a
> Curriculum Coordinator for Elementary Instruction.  I, too, have been
> looking at phonics programs, because as I see it, not all teachers are
> created equal.  While I would love to see all teachers creating literature
> rich, cross-curriculuar connections, with embedded word study work, I know
> that it is not the reality of our district or every teacher.  To be fair, I
> don't think that we spend the amount of professional development necessary
> for all teachers to be strong experts of both their content and of
> explicit, scaffolded instruction.  So, while I work towards that particular
> goal, I need to find a "program" that equals the playing field across all
> classrooms so that I do not create a district of "have good phonics
> instruction" and "have poor phonics instruction".  If a quality program
> exists, that also provides flexibility (which I think the Fountas & Pinnell
> program does), then those with the expertise will be able to use it
> flexibly and those that need the structure of the program may have an
> improved quality of instruction.  I currently have K teachers piloting the
> F&P Word Study work.
>
> I have a sample of Fundamentals and am wondering from those that have used
> it, how you got started and why you chose it over the others.   The same
> with Saxon or Wilson Language.  Was Fountas & Pinnell available at the
> point of your decision making and you chose those over F&P?  Any
> information would be helpful.
>
>
> Thanks for your help.
>
>  On Fri, Feb 17, 2012 at 11:22 PM, Renee  wrote:
>
>> In a nutshell. I ran an individualized reading program that was
>> basically a combined readers' and writers' workshop, in which students
>> chose their own reading material, and I did comprehensive individual
>> conferences with each student at least a couple of times a week, during
>> which they talked about what they were reading, read aloud a bit to me, and
>> we discussed their writing, including how they used phonetic strategies in
>> their writing. They had individualized spelling tests and we also had
>> class-wide spelling words that were chunked into groups of words that
>> shared some kind of phonetic or spelling structure (and they chose the
>> words, as a group). My students wrote every day, and I almost never gave
>> them writing prompts unless I wanted them to include something specific. If
>> I did give prompts, I tried to make them as open-ended as possible. Some of
>> their writing was creative, some was literature response, and some was
>> informational. My students created class books, and individual books. I
>> incorporated lots and lots of drawing and other art to tap into the realm
>> of the visual learner. And yes, I also did some isolated phonics
>> instruction as I saw a need, but most of the phonics instruction was done
>> through individual students' own writing.
>>
>> I am retired now and substituting, and, like Sally, I am in many
>> different classrooms in a couple of different districts, and I do not find
>> the print rich environments that I created as a teacher. I almost never see
>> poetry on the walls, or collaborative stories, or teacher and/or student
>> made charts. I see a lot of isolated this and that and very little
>> connection between one subject an another, or even between reading and
>> writing. "Explicit" phonics instruction does not need to mean scripted
>> programs.
>>
>> I'm sorry if I stepped on anyone's toes. But for those who are not sure
>> what this list is supposed to be about, if you haven't read Mosaic of
>> Thought... pick up a copy and see what it's about.
>>
>> Renee
>>
>>
>>
>> On Feb 17, 2012, at 6:02 PM, Palmer, Jennifer wrote:
>>
>>  So Renee, why don't you share how you handle this issue? How do you
>>> find what kids need? How do you structure your classroom instruction to hit
>>> multiple needs? Please share how you kid watch and then use what you've
>>> learned? I think there's a lot of people who'd benefit from your
>>> experiences.
>>>
>>> Sent from my iPhone
>>>
>>> On Feb 17, 2012, at 8:34 PM, "Renee"  wrote:
>>>
>>>  No one has suggested that phonics has no place in skill instruction.
 The question was about **scripted** phonics programs, which I  and
 others do not feel are congruent with the Mosaic of Thought strategies
 for reading instruction. Of course phonics instruction is part of reading
 instructi

Re: [MOSAIC] Phonics research..

[Amy McGovern]

Someone on this thread mentioned the need for on-going staff development
 in the area of phonics...I believe that all the elements of linguistics
 (phonology, morphology, syntax, semantics, English orthography, 
language development) work together when we teach reading, writing, 
spelling, and speaking.  Many of us underestimate both the importance of
 teaching phonics directly to children, especially those who are at risk
 for reading failure, and the challenge of teaching phonics 
systematically and explicitly.  'Canned' programs, no matter what we 
think of them, help us organize the explicit, systematic part of phonics
 instruction, which is incredibly important for our challenged readers. 
That is not a bad thing, in my opinion.

Having said that, there 
is nothing better than a well informed teacher.   We need more 
professional development explicitly focused on the teaching of phonics, 
word study, and spelling.  Our universities need to send teachers into 
the field with this deep knowledge already in place.  How many of us 
have received formal instruction on how to successfully teach phonics?  
Phonics is often treated as a lesser skill.   But
 as others have stated, without effortless decoding skills, we can never
 really read for meaning. 

In my school district, I am currently 
facilitating a book study on Speech to Print, Language Essentials for 
Teachers by Louisa Moats (2nd edition).  I highly recommend this book.  
As educators we must continue to stretch what we know about the teaching
 of reading, writing, and spelling.  In many ways, this means building 
our knowledge base.  We cannot successfully teach ALL children what we 
don't deeply understand.  

We are not wired to read.  Cracking 
the code is a challenge for at least one-third of the students in any 
given classroom.  The more we know about how to teach phonics and word 
study, the more students will succeed.  

Speech to Print is a 
challenging text.  My colleagues and I are enjoying the challenge (pre-k
 through 5th grade teachers).  We are learning a lot.   The book is a 
balance of theory and practical application.  But it is not a 'how to 
book' on phonics and word study by any means.  

In addition, the link below is from the International 
Dyslexia Association.  The focus of this particular journal is on 
Reading Recovery.   The articles are very interesting and sight current 
research on reading instruction.  One of the articles states that 
children who receive 15 to 20 minutes of out of context word work, prior
 to their RR lesson, out performed those who did not.  I'm paraphrasing,
 but that is the main idea.  

http://www.onlinedigeditions.com/publication/?m=13959&l=1

I
 had the opportunity to attend the International Dyslexia Associations 
national conference in November 2011.  It was outstanding.  There is 
really a wonderful movement pushing forward to merge the best of code 
based instruction, with the best of meaning based instruction, combining
 this with the most current research on the brain and how it learns to 
read.

One last comment...Words their Way is certainly research 
proven.  Moats even includes the Developmental Spelling Inventory in the
 appendix of Speech to Print.  However, WTW can be difficult due to 
management issues.  It's tough to group kids for meaningful small group 
reading instruction, then bring another small group together for word 
study.  There are only so many hours in the day.  If those of you who 
are having success with reader's workshop/ Guided Reading/ and WTW have 
insights on how you balance all of this, I'm sure many of us would love 
to hear from you.  

Thanks for reading this.

Amy McGovern
Educational Consultant
District Literacy Coach
Title I Reading Teacher
Wausau, WI



> From: jennifer.pal...@hcps.org
> To: mosaic@literacyworkshop.org
> Date: Sat, 25 Feb 2012 00:52:06 +
> Subject: Re: [MOSAIC] Phonics research..
> 
> Gena... Can you share how you are using it and what PD was given to teachers??
> 
> Sent from my iPhone
> 
> On Feb 24, 2012, at 7:48 PM, "Gena Schuck"  wrote:
> 
> > I love words their way! My district is very data driven but sold on it!!
> > 
> > Blessings,
> > ~Gena~
> > 
> > On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"  
> > wrote:
> > 
> >> I will send the references for this research to the whole list when I get 
> >> a minute.  In the Meantime, get your hands on Words Their Way. Run!!! 
> >> Don't walk! It references many of the studies you need.
> >> 
> >> Sent from my iPhone
> >> ___
> >> Mosaic mailing list
> >> Mosaic@literacyworkshop.org
> >> To unsubscribe or modify your membership please go to
> >> http://literacyworkshop.org/mailman/options/mosa

Re: [MOSAIC] Phonics research..

[Gena Schuck]

We test our students three times during the year to check on progress. I 
usually have 4-6 separate groups of spelling/word study levels going. Each week 
on Monday I bring each group over to my table and we go over their skill for 
the week. Then I give them a corresponding word sort that goes with that 
lesson/skill. They do this either in pairs or on their own. They do other 
spelling type activities with it all week and test on Friday. It's actually 
really easy to manage. I have a folder for each group with the names of the 
students on the front and they have extra lists and sorts in there for the week.
I haven't had formal pd on it but my district was a literacy first district so 
they trained through that. I'm sure it can be done better but it's a small 
touch on it.

Blessings,
~Gena~

On Feb 24, 2012, at 6:52 PM, "Palmer, Jennifer"  
wrote:

> Gena... Can you share how you are using it and what PD was given to teachers??
> 
> Sent from my iPhone
> 
> On Feb 24, 2012, at 7:48 PM, "Gena Schuck"  wrote:
> 
>> I love words their way! My district is very data driven but sold on it!!
>> 
>> Blessings,
>> ~Gena~
>> 
>> On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"  
>> wrote:
>> 
>>> I will send the references for this research to the whole list when I get a 
>>> minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't 
>>> walk! It references many of the studies you need.
>>> 
>>> Sent from my iPhone
>>> ___
>>> Mosaic mailing list
>>> Mosaic@literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>>> 
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>>> 
>> 
>> ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
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>> 
> 
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 

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Re: [MOSAIC] Phonics research..

[Renee]

 on their own and then  
discussing that work with a teacher who can guide them within a  
print-rich environment that supports and enriches their learning.


For me to explain what I did in my readers' and writers' workshop  
classroom would take about ten emails as long as this one, in order to  
explain how I used poetry, interactive writing, morning message,  
students' names, student-written books, reading at home, independent  
reading, book time, book sharing, literature circles, book chats,  
independent writing, journal writing, collaborative writing, reading  
the walls, and other strategies that can only work effectively in a  
print-rich environment in which students are given their lead and  
teachers are trusted to do the job. But I know from experience that it  
works, and works well.


My two cents or I guess twenty-five cents
Renee Goularte
3rd grade, 2nd grade, kindergarten, at-risk students, ELL students,  
GATE students, art students



On Feb 25, 2012, at 2:48 PM, Amy McGovern wrote:



Someone on this thread mentioned the need for on-going staff  
development
 in the area of phonics...I believe that all the elements of  
linguistics

 (phonology, morphology, syntax, semantics, English orthography,
language development) work together when we teach reading, writing,
spelling, and speaking.  Many of us underestimate both the importance  
of
 teaching phonics directly to children, especially those who are at  
risk

 for reading failure, and the challenge of teaching phonics
systematically and explicitly.  'Canned' programs, no matter what we
think of them, help us organize the explicit, systematic part of  
phonics

 instruction, which is incredibly important for our challenged readers.
That is not a bad thing, in my opinion.

Having said that, there
is nothing better than a well informed teacher.   We need more
professional development explicitly focused on the teaching of phonics,
word study, and spelling.  Our universities need to send teachers into
the field with this deep knowledge already in place.  How many of us
have received formal instruction on how to successfully teach phonics?
Phonics is often treated as a lesser skill.   But
 as others have stated, without effortless decoding skills, we can  
never

 really read for meaning.

In my school district, I am currently
facilitating a book study on Speech to Print, Language Essentials for
Teachers by Louisa Moats (2nd edition).  I highly recommend this book.
As educators we must continue to stretch what we know about the  
teaching

 of reading, writing, and spelling.  In many ways, this means building
our knowledge base.  We cannot successfully teach ALL children what we
don't deeply understand.

We are not wired to read.  Cracking
the code is a challenge for at least one-third of the students in any
given classroom.  The more we know about how to teach phonics and word
study, the more students will succeed.

Speech to Print is a
challenging text.  My colleagues and I are enjoying the challenge  
(pre-k

 through 5th grade teachers).  We are learning a lot.   The book is a
balance of theory and practical application.  But it is not a 'how to
book' on phonics and word study by any means.

In addition, the link below is from the International
Dyslexia Association.  The focus of this particular journal is on
Reading Recovery.   The articles are very interesting and sight current
research on reading instruction.  One of the articles states that
children who receive 15 to 20 minutes of out of context word work,  
prior
 to their RR lesson, out performed those who did not.  I'm  
paraphrasing,

 but that is the main idea.

http://www.onlinedigeditions.com/publication/?m=13959&l=1

I
 had the opportunity to attend the International Dyslexia Associations
national conference in November 2011.  It was outstanding.  There is
really a wonderful movement pushing forward to merge the best of code
based instruction, with the best of meaning based instruction,  
combining

 this with the most current research on the brain and how it learns to
read.

One last comment...Words their Way is certainly research
proven.  Moats even includes the Developmental Spelling Inventory in  
the

 appendix of Speech to Print.  However, WTW can be difficult due to
management issues.  It's tough to group kids for meaningful small group
reading instruction, then bring another small group together for word
study.  There are only so many hours in the day.  If those of you who
are having success with reader's workshop/ Guided Reading/ and WTW have
insights on how you balance all of this, I'm sure many of us would love
to hear from you.

Thanks for reading this.

Amy McGovern
Educational Consultant
District Literacy Coach
Title I Reading Teacher
Wausau, WI




From: jennifer.pal...@hcps.org
To: mosaic@literacyworkshop.org
Date: Sat, 25 Feb 2012 00:52:06 +
Subject: Re: [MOSAIC] Phonics researc

Re: [MOSAIC] Phonics research..

[Elizabeth Sledge]

ord study by any means.

In addition, the link below is from the International
Dyslexia Association.  The focus of this particular journal is on
Reading Recovery.   The articles are very interesting and sight current
research on reading instruction.  One of the articles states that
children who receive 15 to 20 minutes of out of context word work, prior
to their RR lesson, out performed those who did not.  I'm paraphrasing,
but that is the main idea.

http://www.onlinedigeditions.com/publication/?m=13959&l=1

I
had the opportunity to attend the International Dyslexia Associations
national conference in November 2011.  It was outstanding.  There is
really a wonderful movement pushing forward to merge the best of code
based instruction, with the best of meaning based instruction, combining
this with the most current research on the brain and how it learns to
read.

One last comment...Words their Way is certainly research
proven.  Moats even includes the Developmental Spelling Inventory in the
appendix of Speech to Print.  However, WTW can be difficult due to
management issues.  It's tough to group kids for meaningful small group
reading instruction, then bring another small group together for word
study.  There are only so many hours in the day.  If those of you who
are having success with reader's workshop/ Guided Reading/ and WTW have
insights on how you balance all of this, I'm sure many of us would love
to hear from you.

Thanks for reading this.

Amy McGovern
Educational Consultant
District Literacy Coach
Title I Reading Teacher
Wausau, WI



From: jennifer.pal...@hcps.org
To: mosaic@literacyworkshop.org
Date: Sat, 25 Feb 2012 00:52:06 +
Subject: Re: [MOSAIC] Phonics research..

Gena... Can you share how you are using it and what PD was given to teachers??

Sent from my iPhone

On Feb 24, 2012, at 7:48 PM, "Gena Schuck"  wrote:

I love words their way! My district is very data driven but sold on it!!

Blessings,
~Gena~

On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"  
wrote:

I will send the references for this research to the whole list when I get a 
minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't walk! 
It references many of the studies you need.

Sent from my iPhone
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Re: [MOSAIC] Phonics research..

[Palmer, Jennifer]

ently
> facilitating a book study on Speech to Print, Language Essentials for
> Teachers by Louisa Moats (2nd edition).  I highly recommend this book.
> As educators we must continue to stretch what we know about the
> teaching
>  of reading, writing, and spelling.  In many ways, this means building
> our knowledge base.  We cannot successfully teach ALL children what we
> don't deeply understand.
>
> We are not wired to read.  Cracking
> the code is a challenge for at least one-third of the students in any
> given classroom.  The more we know about how to teach phonics and word
> study, the more students will succeed.
>
> Speech to Print is a
> challenging text.  My colleagues and I are enjoying the challenge
> (pre-k
>  through 5th grade teachers).  We are learning a lot.   The book is a
> balance of theory and practical application.  But it is not a 'how to
> book' on phonics and word study by any means.
>
> In addition, the link below is from the International
> Dyslexia Association.  The focus of this particular journal is on
> Reading Recovery.   The articles are very interesting and sight current
> research on reading instruction.  One of the articles states that
> children who receive 15 to 20 minutes of out of context word work,
> prior
>  to their RR lesson, out performed those who did not.  I'm
> paraphrasing,
>  but that is the main idea.
>
> <http://www.onlinedigeditions.com/publication/?m=13959&l=1> 
> http://www.onlinedigeditions.com/publication/?m=13959&l=1
>
> I
>  had the opportunity to attend the International Dyslexia Associations
> national conference in November 2011.  It was outstanding.  There is
> really a wonderful movement pushing forward to merge the best of code
> based instruction, with the best of meaning based instruction,
> combining
>  this with the most current research on the brain and how it learns to
> read.
>
> One last comment...Words their Way is certainly research
> proven.  Moats even includes the Developmental Spelling Inventory in
> the
>  appendix of Speech to Print.  However, WTW can be difficult due to
> management issues.  It's tough to group kids for meaningful small group
> reading instruction, then bring another small group together for word
> study.  There are only so many hours in the day.  If those of you who
> are having success with reader's workshop/ Guided Reading/ and WTW have
> insights on how you balance all of this, I'm sure many of us would love
> to hear from you.
>
> Thanks for reading this.
>
> Amy McGovern
> Educational Consultant
> District Literacy Coach
> Title I Reading Teacher
> Wausau, WI
>
>
>
>> From: <mailto:jennifer.pal...@hcps.org> 
>> jennifer.pal...@hcps.org<mailto:jennifer.pal...@hcps.org>
>> To: <mailto:mosaic@literacyworkshop.org> 
>> mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>
>> Date: Sat, 25 Feb 2012 00:52:06 +
>> Subject: Re: [MOSAIC] Phonics research..
>>
>> Gena... Can you share how you are using it and what PD was given to
>> teachers??
>>
>> Sent from my iPhone
>>
>> On Feb 24, 2012, at 7:48 PM, "Gena Schuck" 
>> mailto:gena.sch...@yahoo.com>>
>> wrote:
>>
>>> I love words their way! My district is very data driven but sold on
>>> it!!
>>>
>>> Blessings,
>>> ~Gena~
>>>
>>> On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"
>>> mailto:jennifer.pal...@hcps.org>> wrote:
>>>
>>>> I will send the references for this research to the whole list when
>>>> I get a minute.  In the Meantime, get your hands on Words Their
>>>> Way. Run!!! Don't walk! It references many of the studies you need.
>>>>
>>>> Sent from my iPhone
>>>> ___
>>>> Mosaic mailing list
>>>> <mailto:Mosaic@literacyworkshop.org> 
>>>> Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org>
>>>> To unsubscribe or modify your membership please go to
>>>> <http://literacyworkshop.org/mailman/options/> 
>>>> http://literacyworkshop.org/mailman/options/
>>>> mosaic_literacyworkshop.org
>>>>
>>>> Search the MOSAIC archives at <http://snipurl.com/MosaicArchive> 
>>>> http://snipurl.com/MosaicArchive
>>>>
>>>
>>> ___
>>> Mosaic mailing list
>>> <mailto:Mosaic@literacyworkshop.org> 
>>> Mosaic@literacyworkshop.org&

Re: [MOSAIC] Phonics research..

[Jan Sanders]

hography,
> language development) work together when we teach reading, writing,
> spelling, and speaking.  Many of us underestimate both the importance of
> teaching phonics directly to children, especially those who are at risk
> for reading failure, and the challenge of teaching phonics
> systematically and explicitly.  'Canned' programs, no matter what we
> think of them, help us organize the explicit, systematic part of phonics
> instruction, which is incredibly important for our challenged readers.
> That is not a bad thing, in my opinion.
>
> Having said that, there
> is nothing better than a well informed teacher.   We need more
> professional development explicitly focused on the teaching of phonics,
> word study, and spelling.  Our universities need to send teachers into
> the field with this deep knowledge already in place.  How many of us
> have received formal instruction on how to successfully teach phonics?
> Phonics is often treated as a lesser skill.   But
> as others have stated, without effortless decoding skills, we can never
> really read for meaning.
>
> In my school district, I am currently
> facilitating a book study on Speech to Print, Language Essentials for
> Teachers by Louisa Moats (2nd edition).  I highly recommend this book.
> As educators we must continue to stretch what we know about the teaching
> of reading, writing, and spelling.  In many ways, this means building
> our knowledge base.  We cannot successfully teach ALL children what we
> don't deeply understand.
>
> We are not wired to read.  Cracking
> the code is a challenge for at least one-third of the students in any
> given classroom.  The more we know about how to teach phonics and word
> study, the more students will succeed.
>
> Speech to Print is a
> challenging text.  My colleagues and I are enjoying the challenge (pre-k
> through 5th grade teachers).  We are learning a lot.   The book is a
> balance of theory and practical application.  But it is not a 'how to
> book' on phonics and word study by any means.
>
> In addition, the link below is from the International
> Dyslexia Association.  The focus of this particular journal is on
> Reading Recovery.   The articles are very interesting and sight current
> research on reading instruction.  One of the articles states that
> children who receive 15 to 20 minutes of out of context word work, prior
> to their RR lesson, out performed those who did not.  I'm paraphrasing,
> but that is the main idea.
>
> http://www.onlinedigeditions.com/publication/?m=13959&l=1
>
> I
> had the opportunity to attend the International Dyslexia Associations
> national conference in November 2011.  It was outstanding.  There is
> really a wonderful movement pushing forward to merge the best of code
> based instruction, with the best of meaning based instruction, combining
> this with the most current research on the brain and how it learns to
> read.
>
> One last comment...Words their Way is certainly research
> proven.  Moats even includes the Developmental Spelling Inventory in the
> appendix of Speech to Print.  However, WTW can be difficult due to
> management issues.  It's tough to group kids for meaningful small group
> reading instruction, then bring another small group together for word
> study.  There are only so many hours in the day.  If those of you who
> are having success with reader's workshop/ Guided Reading/ and WTW have
> insights on how you balance all of this, I'm sure many of us would love
> to hear from you.
>
> Thanks for reading this.
>
> Amy McGovern
> Educational Consultant
> District Literacy Coach
> Title I Reading Teacher
> Wausau, WI
>
>
>
> From: jennifer.pal...@hcps.org
> To: mosaic@literacyworkshop.org
> Date: Sat, 25 Feb 2012 00:52:06 +
> Subject: Re: [MOSAIC] Phonics research..
>
> Gena... Can you share how you are using it and what PD was given to
> teachers??
>
> Sent from my iPhone
>
> On Feb 24, 2012, at 7:48 PM, "Gena Schuck"  wrote:
>
> I love words their way! My district is very data driven but sold on it!!
>
> Blessings,
> ~Gena~
>
> On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer" 
> wrote:
>
> I will send the references for this research to the whole list when I get
> a minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't
> walk! It references many of the studies you need.
>
> Sent from my iPhone
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
> 

Re: [MOSAIC] Phonics research..

[Deaneen Pashea]

; the field with this deep knowledge already in place.  How many of us
> have received formal instruction on how to successfully teach phonics?
> Phonics is often treated as a lesser skill.   But
> as others have stated, without effortless decoding skills, we can never
> really read for meaning.
>
> In my school district, I am currently
> facilitating a book study on Speech to Print, Language Essentials for
> Teachers by Louisa Moats (2nd edition).  I highly recommend this book.
> As educators we must continue to stretch what we know about the teaching
> of reading, writing, and spelling.  In many ways, this means building
> our knowledge base.  We cannot successfully teach ALL children what we
> don't deeply understand.
>
> We are not wired to read.  Cracking
> the code is a challenge for at least one-third of the students in any
> given classroom.  The more we know about how to teach phonics and word
> study, the more students will succeed.
>
> Speech to Print is a
> challenging text.  My colleagues and I are enjoying the challenge (pre-k
> through 5th grade teachers).  We are learning a lot.   The book is a
> balance of theory and practical application.  But it is not a 'how to
> book' on phonics and word study by any means.
>
> In addition, the link below is from the International
> Dyslexia Association.  The focus of this particular journal is on
> Reading Recovery.   The articles are very interesting and sight current
> research on reading instruction.  One of the articles states that
> children who receive 15 to 20 minutes of out of context word work, prior
> to their RR lesson, out performed those who did not.  I'm paraphrasing,
> but that is the main idea.
>
> http://www.onlinedigeditions.com/publication/?m=13959&l=1
>
> I
> had the opportunity to attend the International Dyslexia Associations
> national conference in November 2011.  It was outstanding.  There is
> really a wonderful movement pushing forward to merge the best of code
> based instruction, with the best of meaning based instruction, combining
> this with the most current research on the brain and how it learns to
> read.
>
> One last comment...Words their Way is certainly research
> proven.  Moats even includes the Developmental Spelling Inventory in the
> appendix of Speech to Print.  However, WTW can be difficult due to
> management issues.  It's tough to group kids for meaningful small group
> reading instruction, then bring another small group together for word
> study.  There are only so many hours in the day.  If those of you who
> are having success with reader's workshop/ Guided Reading/ and WTW have
> insights on how you balance all of this, I'm sure many of us would love
> to hear from you.
>
> Thanks for reading this.
>
> Amy McGovern
> Educational Consultant
> District Literacy Coach
> Title I Reading Teacher
> Wausau, WI
>
>
>
> From: jennifer.pal...@hcps.org
> To: mosaic@literacyworkshop.org
> Date: Sat, 25 Feb 2012 00:52:06 +
> Subject: Re: [MOSAIC] Phonics research..
>
> Gena... Can you share how you are using it and what PD was given to teachers??
>
> Sent from my iPhone
>
> On Feb 24, 2012, at 7:48 PM, "Gena Schuck"  wrote:
>
> I love words their way! My district is very data driven but sold on it!!
>
> Blessings,
> ~Gena~
>
> On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"  
> wrote:
>
> I will send the references for this research to the whole list when I get a 
> minute.  In the Meantime, get your hands on Words Their Way. Run!!! Don't 
> walk! It references many of the studies you need.
>
> Sent from my iPhone
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
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>
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>
>
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&g

Re: [MOSAIC] Phonics research..

[Renee]

Hi Elizabeth and all

Like you, it took me years to tweak my independent reading and writing 
program (that's what I called it, as I began this before readers' 
workshop was the in thing). Every year I changed how I did things, how 
I did conferencing, what was on the students' checksheets, how I 
addressed spelling, what kind of interactive writing I did, etc. So 
when people ask for information and/or ideas on structuring and/or 
managing a readers' workshop, I am generally stuck on how to respond. 
My advice to people starting it is to just start it. That's what I did. 
Take one thing and implement it, then when that's running, start 
another one. I've been thinking of sending a series of posts the 
describe one thing at a time, but don't know if people are interested.


But the bottom line is that it is all an ongoing, learning process, and 
that there is no one way to run a workshop.


Renee

On Feb 26, 2012, at 9:56 AM, Elizabeth Sledge wrote:

Renee...amen...couldn't have said it better! I recently retired from 
teaching elementary reading (30yrs.) and was fortunate to have a 
principal who allowed me teach "outside the box". After reading mosaic 
of thought I was truly inspired to create my own innovative and 
comprehensive approach for teaching my students how to comprehend 
deeply using each of the key strategies addressed in Keene and 
Zimmerman's book. It took me years to develop a "roadmap" of how this 
powerful instruction would look like in a classroom, but I did it! I 
call my sytem circles of learning. Circles of learning not only 
supports and encourages students to develop each of the strategic 
behaviors and make them part of their learning schema, but also 
provides a way for students to engage in critical thinking and 
reflection through authentic reading, rich accountable talk, text 
coding and journaling. I created strategic thinking journals which are 
a students hands on tool where they
 use writing as a means of gaining deeper analysis of text. Keeping 
this journal helps the reader notice and harvest observations and 
responses as they read by providing diverse tasks to teach, guide, 
reinforce and apply strategy use. Log term explicit strategy 
instruction framed around the gradual release model is an integral 
part of the instructional routine. No basals, text books, workbooks, 
ect...just authentic literature and jounals. My students loved getting 
into what I called literature learning circles to engage in meaningful 
talk about what they had read in a book using their journals to guide 
discussions. Would love to share...many teachers observed my classroom 
and are now implementing circles of learning using my differientiated  
journals. Would love to share!



"Democracy doesn't come from the top. It comes from the bottom. 
Democracy is not what governments do. It's what people do."

~Howard Zinn


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Re: [MOSAIC] Phonics research..

[Cathy Walker]

Renee I am interested!

Your experience will aid our endeavours

Cathy
On 2012-02-27, at 7:26 AM, Renee wrote:

> Hi Elizabeth and all
> 
> Like you, it took me years to tweak my independent reading and writing 
> program (that's what I called it, as I began this before readers' workshop 
> was the in thing). Every year I changed how I did things, how I did 
> conferencing, what was on the students' checksheets, how I addressed 
> spelling, what kind of interactive writing I did, etc. So when people ask for 
> information and/or ideas on structuring and/or managing a readers' workshop, 
> I am generally stuck on how to respond. My advice to people starting it is to 
> just start it. That's what I did. Take one thing and implement it, then when 
> that's running, start another one. I've been thinking of sending a series of 
> posts the describe one thing at a time, but don't know if people are 
> interested.
> 
> But the bottom line is that it is all an ongoing, learning process, and that 
> there is no one way to run a workshop.
> 
> Renee
> 
> On Feb 26, 2012, at 9:56 AM, Elizabeth Sledge wrote:
> 
>> Renee...amen...couldn't have said it better! I recently retired from 
>> teaching elementary reading (30yrs.) and was fortunate to have a principal 
>> who allowed me teach "outside the box". After reading mosaic of thought I 
>> was truly inspired to create my own innovative and comprehensive approach 
>> for teaching my students how to comprehend deeply using each of the key 
>> strategies addressed in Keene and Zimmerman's book. It took me years to 
>> develop a "roadmap" of how this powerful instruction would look like in a 
>> classroom, but I did it! I call my sytem circles of learning. Circles of 
>> learning not only supports and encourages students to develop each of the 
>> strategic behaviors and make them part of their learning schema, but also 
>> provides a way for students to engage in critical thinking and reflection 
>> through authentic reading, rich accountable talk, text coding and 
>> journaling. I created strategic thinking journals which are a students hands 
>> on tool where they
>> use writing as a means of gaining deeper analysis of text. Keeping this 
>> journal helps the reader notice and harvest observations and responses as 
>> they read by providing diverse tasks to teach, guide, reinforce and apply 
>> strategy use. Log term explicit strategy instruction framed around the 
>> gradual release model is an integral part of the instructional routine. No 
>> basals, text books, workbooks, ect...just authentic literature and jounals. 
>> My students loved getting into what I called literature learning circles to 
>> engage in meaningful talk about what they had read in a book using their 
>> journals to guide discussions. Would love to share...many teachers observed 
>> my classroom and are now implementing circles of learning using my 
>> differientiated  journals. Would love to share!
> 
> 
> "Democracy doesn't come from the top. It comes from the bottom. Democracy is 
> not what governments do. It's what people do."
> ~Howard Zinn
> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 


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Re: [MOSAIC] phonics screening

[Kelly Andrews-Babcock]

I've used the QPS (Quick Phonics Screener) to assess struggling readers for a 
couple of years. It will give you information as to where they are breaking 
down - in phonics. If they really struggle with it - you may want to do some 
phonological testing. The PAST (Phonological Awareness Skills Test) is another 
quick test that will give you that information. Sometimes we think it's a 
phonics issue and it goes beyond that to phonological awareness, and we have to 
go way back. Once you gather the information you can then focus in on what 
needs remediation. We actually used the QPS at the end of first grade for all 
students to help focus instruction in beginning of second grade.
Kelly AB


On 10/16/10 10:21 PM, "rdhee...@aol.com"  wrote:

Greetings,

I was wondering if anyone has used the Quick Phonics Screener and your
thoughts.

I currently have a 3rd grader in my class with very poor fluency.  She  has
weak phonics skills.

jen
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Re: [MOSAIC] phonics screening

[Mary Ann Walker]

I have used the QPS for several years.

The "old" version has all real words both in isolation and in sentences. The 
kids do best on this one. It shows you exactly what the student knows, what 
they need to work on, and what they still need to learn.


The "new" version has nonsense words in isolation and real words in 
sentences. (The sentences are the same for each version.) This gives a truer 
picture of what the students know, but most don't do very well on the 
nonsense part. The idea is that if the student can't apply the phonics they 
know to nonsense words then the don't really know their phonics. This is 
also a concept that is used with out dyslexia students. If the student 
doesn't know a word and they don't know how to apply phonics rules, then 
that new word is the same as a nonsense word.


Unfortunately we constantly tell our students to "sound out the words" when 
about 45%  of the words in the English language are ones that we can sound 
out. The rest don't follow phonics rules.


I love the QPS and I really like the "new" version which has 3 versions. I 
plan on using version A for BOY (which I have already done), version B for 
MOY, and version C for EOY. I believe that it is published by Scholastic. 
You can find different QPS versions on the internet, one of which included 
real words and nonsense words.



Mary Ann

- Original Message - 
From: 

To: 
Sent: Saturday, October 16, 2010 9:21 PM
Subject: [MOSAIC] phonics screening



Greetings,

I was wondering if anyone has used the Quick Phonics Screener and your
thoughts.

I currently have a 3rd grader in my class with very poor fluency.  She 
has

weak phonics skills.

jen
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Re: [MOSAIC] phonics screening

[read3]

 I think it's published by Read Naturally.

 


 

 

-Original Message-
From: Mary Ann Walker 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Sun, Oct 17, 2010 9:54 am
Subject: Re: [MOSAIC] phonics screening


I have used the QPS for several years. 
 
The "old" version has all real words both in isolation and in sentences. The 
kids do best on this one. It shows you exactly what the student knows, what 
they need to work on, and what they still need to learn. 
 
The "new" version has nonsense words in isolation and real words in sentences. 
(The sentences are the same for each version.) This gives a truer picture of 
what the students know, but most don't do very well on the nonsense part. The 
idea is that if the student can't apply the phonics they know to nonsense words 
then the don't really know their phonics. This is also a concept that is used 
with out dyslexia students. If the student doesn't know a word and they don't 
know how to apply phonics rules, then that new word is the same as a nonsense 
word. 
 
Unfortunately we constantly tell our students to "sound out the words" when 
about 45%  of the words in the English language are ones that we can sound out. 
The rest don't follow phonics rules. 
 
I love the QPS and I really like the "new" version which has 3 versions. I plan 
on using version A for BOY (which I have already done), version B for MOY, and 
version C for EOY. I believe that it is published by Scholastic. You can find 
different QPS versions on the internet, one of which included real words and 
nonsense words. 
 
Mary Ann 
 
- Original Message - From:  
To:  
Sent: Saturday, October 16, 2010 9:21 PM 
Subject: [MOSAIC] phonics screening 
 
> Greetings, 
> 
> I was wondering if anyone has used the Quick Phonics Screener and your 
> thoughts. 
> 
> I currently have a 3rd grader in my class with very poor fluency.  She > has 
> weak phonics skills. 
> 
> jen 
> ___ 
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> Mosaic@literacyworkshop.org 
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
>  
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Re: [MOSAIC] phonics screening

[Mary Ann Walker]

You're right, it is Read Naturally.


Mary Ann

- Original Message - 
From: 

To: 
Sent: Sunday, October 17, 2010 10:18 AM
Subject: Re: [MOSAIC] phonics screening




I think it's published by Read Naturally.








-Original Message-
From: Mary Ann Walker 
To: Mosaic: A Reading Comprehension Strategies Email Group 


Sent: Sun, Oct 17, 2010 9:54 am
Subject: Re: [MOSAIC] phonics screening


I have used the QPS for several years.

The "old" version has all real words both in isolation and in sentences. 
The kids do best on this one. It shows you exactly what the student knows, 
what they need to work on, and what they still need to learn.


The "new" version has nonsense words in isolation and real words in 
sentences. (The sentences are the same for each version.) This gives a 
truer picture of what the students know, but most don't do very well on 
the nonsense part. The idea is that if the student can't apply the phonics 
they know to nonsense words then the don't really know their phonics. This 
is also a concept that is used with out dyslexia students. If the student 
doesn't know a word and they don't know how to apply phonics rules, then 
that new word is the same as a nonsense word.


Unfortunately we constantly tell our students to "sound out the words" 
when about 45%  of the words in the English language are ones that we can 
sound out. The rest don't follow phonics rules.


I love the QPS and I really like the "new" version which has 3 versions. I 
plan on using version A for BOY (which I have already done), version B for 
MOY, and version C for EOY. I believe that it is published by Scholastic. 
You can find different QPS versions on the internet, one of which included 
real words and nonsense words.


Mary Ann

- Original Message - From: 
To: 
Sent: Saturday, October 16, 2010 9:21 PM
Subject: [MOSAIC] phonics screening


Greetings,

I was wondering if anyone has used the Quick Phonics Screener and your
thoughts.

I currently have a 3rd grader in my class with very poor fluency.  She > 
has

weak phonics skills.

jen
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Re: [MOSAIC] Phonics program

[Dionne, Jeanne]

We phased in Wilson Language Basic's Fundations K-3 over 3 years - everyone 
seems to appreciate the systematic approach to teaching phonics (it also has a 
handwriting component). It aligns nicely with RTI's Tier 2 and 3 Wilson Reading 
(Remedial Reading and Special Eduation) for those students that struggle to 
meet benchmark.

It has a home component and progress monitoring component so it is 
somprehensive.

Jeanne

-Original Message-
From: mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org] 
On Behalf Of Andrea Jenkins
Sent: Monday, January 31, 2011 1:52 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] Phonics program

We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any 
of you have discovered a good phonics program to go along with D5 / CAFE. 
Currently, each grade level uses as different program, and we are moving to a 
more systematic approach. I'd love some good recommendations.

Thanks!

Andrea
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All emails using the North Stonington Public School's email system should 
conform to BOE Network Policy # 4118.5, and may contain confidential or 
privileged information. If you have received this in error, please delete this 
message and any attachments and notify the sender by replying to this email.

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Re: [MOSAIC] Phonics program

[MaryJo Costello]

"Mosaic: A Reading Comprehension Strategies Email Group" 
 writes:
>We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if 
>any of you have discovered a good phonics program to go along with D5 / CAFE. 
>Currently, each grade level uses as different program, and we are moving to a 
>more systematic
>approach. I'd love some good recommendations. 
>
>Thanks! 
We use a word study approach to phonics. We use the Fountas/Pinnel  word study 
piece. The teachers connect their words to their guided reading books. Each 
teacher uses the Bear Qualitative Inventory to determine what word study phase 
each child is in.


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Re: [MOSAIC] Phonics program

[Basala, Maureen]

Words their Way by Dr. Bear, Marcia  Invernizii  is a developmental
spelling and phonics program

-Original Message-
From: mosaic-bounces+mbasala=rlas-116@literacyworkshop.org
[mailto:mosaic-bounces+mbasala=rlas-116@literacyworkshop.org] On
Behalf Of Andrea Jenkins
Sent: Monday, January 31, 2011 12:52 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] Phonics program

We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know
if any of you have discovered a good phonics program to go along with D5
/ CAFE. Currently, each grade level uses as different program, and we
are moving to a more systematic approach. I'd love some good
recommendations. 

Thanks! 

Andrea 
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Re: [MOSAIC] Phonics program

[Jeana Wise]

My son's kindergarten class uses Rowland Reading Program and he loves it. It 
introduces letter and sounds as a "Superkid" character, integrating each 
superkid into reading and writing, and emphasizes blending the letter sounds 
all throughout the program. As a former first grade teacher, it really seems to 
work...and I'm usually skeptical of programs.
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Re: [MOSAIC] Phonics program

[Beverlee Paul]

The Daily 5, and especially CAFE, do not lend themselves to phonics
programs.  CAFE is build on teaching word attack, comprehension, fluency
strategies and providing time, space, and literacy materials for those
strategies to be used and deepened.  Mini-lessons are usually developed as a
result of teacher observation or other assessment and go along with what
most of the kids need to know at that particular time.  The conferences with
CAFE are where individual student needs, including phonics, are addressed.
 Guided reading is also often related to what a small group needs in
strategy groups.  Not that D5/CAFE are opposite from programs such as
phonics programs, but they are not really congruent.

On Mon, Jan 31, 2011 at 11:52 AM, Andrea Jenkins  wrote:

> We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if
> any of you have discovered a good phonics program to go along with D5 /
> CAFE. Currently, each grade level uses as different program, and we are
> moving to a more systematic approach. I'd love some good recommendations.
>
> Thanks!
>
> Andrea
> ___
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>


-- 
"There is nothing so unequal as equal treatment of unequals."Chief
Justice Oliver Wendell Holmes
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Re: [MOSAIC] Phonics program

[CAG]

Thanks, Beverlee, for that reflection. I'm an RTI and Reading Recovery 
teacher, and I was having a hard time thinking that the CAFE alone was not 
meeting my lowest kids' needs in the classroom without something additional 
that a GR group can give. What you say makes sense. Cathy


- Original Message - 
From: "Beverlee Paul" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 


Sent: Tuesday, February 01, 2011 8:55 AM
Subject: Re: [MOSAIC] Phonics program



The Daily 5, and especially CAFE, do not lend themselves to phonics
programs.  CAFE is build on teaching word attack, comprehension, fluency
strategies and providing time, space, and literacy materials for those
strategies to be used and deepened.  Mini-lessons are usually developed as 
a

result of teacher observation or other assessment and go along with what
most of the kids need to know at that particular time.  The conferences 
with

CAFE are where individual student needs, including phonics, are addressed.
Guided reading is also often related to what a small group needs in
strategy groups.  Not that D5/CAFE are opposite from programs such as
phonics programs, but they are not really congruent.

On Mon, Jan 31, 2011 at 11:52 AM, Andrea Jenkins 

wrote:


We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know 
if

any of you have discovered a good phonics program to go along with D5 /
CAFE. Currently, each grade level uses as different program, and we are
moving to a more systematic approach. I'd love some good recommendations.

Thanks!

Andrea
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--
"There is nothing so unequal as equal treatment of unequals."Chief
Justice Oliver Wendell Holmes





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Re: [MOSAIC] Phonics program

[Laurie Tandy]

Does anyone have any thoughts about reading and teaching kids the comprehension 
strategies, or are we all so 
pressured by RTI,  phonics instruction, and standardized testing of discrete 
skills that we've forgotten about real reading?












-Original Message-
From: Andrea Jenkins 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Mon, Jan 31, 2011 8:40 am
Subject: [MOSAIC] Phonics program


We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any 
of you have discovered a good phonics program to go along with D5 / CAFE. 
Currently, each grade level uses as different program, and we are moving to a 
more systematic approach. I'd love some good recommendations. 

Thanks! 

Andrea 
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Re: [MOSAIC] Phonics program

[MaryJo Costello]

"Mosaic: A Reading Comprehension Strategies Email Group" 
 writes:
>Does anyone have any thoughts about reading and teaching kids the 
>comprehension strategies, or are we all so 
>pressured by RTI,  phonics instruction, and standardized testing of discrete 
>skills that we've forgotten about real reading?

In our district we are all about comprehension...thankfully. Every new teacher 
or new to our district participates in staff development. When asked the 
question, "What is reading?" our kids respond ,"Understanding" We certainly 
have a phonics/word study
component of our balanced reading framework, but comprehension is still in the 
forefront. As teaching resources we use, Strategies That Work, Comprehension 
Connections and Reading With Meaning. For me personally I have also read and 
use The Book
Whiperer, To Understand and Comprehension form the Ground Up.


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Re: [MOSAIC] Phonics program

[Sandy Townsend]

I would say that pretty much sums it up. I'm going to try Linda Dorn's Assisted 
Writing intervention with some repeating kdg. and 1st graders. Hopefully, that 
will get some movement without sacrificing everything we know about how kids 
learn to read.


From: mosaic-bounces+stownsend=emsd37@literacyworkshop.org 
[mosaic-bounces+stownsend=emsd37@literacyworkshop.org] on behalf of Laurie 
Tandy [ltandy1...@aol.com]
Sent: Thursday, February 03, 2011 11:40 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Phonics program

Does anyone have any thoughts about reading and teaching kids the comprehension 
strategies, or are we all so
pressured by RTI,  phonics instruction, and standardized testing of discrete 
skills that we've forgotten about real reading?












-Original Message-
From: Andrea Jenkins 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Mon, Jan 31, 2011 8:40 am
Subject: [MOSAIC] Phonics program


We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any
of you have discovered a good phonics program to go along with D5 / CAFE.
Currently, each grade level uses as different program, and we are moving to a
more systematic approach. I'd love some good recommendations.

Thanks!

Andrea
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Re: [MOSAIC] Phonics program

[Andrea Jenkins]

First, I want to think everyone who responded to my post about phonics 
programs. It was extremely helpful and has given me, as the Language Arts 
academic team leader, some direction in helping to lead my team. 

But I want to address why I asked the question in the forum in the first place. 
I believe COMPLETELY in teaching reading strategies. I have read Mosaic 
numerous times and it was transformative for me in both my philosophy and 
instruction. Teaching the explicit use of reading strategies is a huge part of 
our academic team's reform of our language arts program. 

So, why would I ask a question here about phonics? Well, because I feel that if 
I share the same philosophy as all of you about reading comprehension, then 
chances are, we would have similar philosophies about what works with phonics 
instruction. Phonics and Word Study are by no means the bulk of our curriculum, 
but it IS a piece. And it's a piece that we need to get right. I originally 
learned about Daily 5/CAFE from this listserv, so I figured many of you who 
were teaching reading strategies, and using the D5 structures, would also have 
sound advice about what phonics programs blend well with this type of 
instruction. 

Thank you for allowing me to pick your brains! I work at a small private 
school. We have the beauty of selecting any curriculum we want, but it also 
means we start from scratch on selecting programs. It's so wonderful having a 
community of experienced, knowledgeable educators to turn to for sage advice. 

Andrea 

- Original Message -
From: "MaryJo Costello"  
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
 
Cc: mosaic@literacyworkshop.org 
Sent: Friday, February 4, 2011 7:14:59 AM 
Subject: Re: [MOSAIC] Phonics program 

"Mosaic: A Reading Comprehension Strategies Email Group" 
 writes: 
>Does anyone have any thoughts about reading and teaching kids the 
>comprehension strategies, or are we all so 
>pressured by RTI, phonics instruction, and standardized testing of discrete 
>skills that we've forgotten about real reading? 

In our district we are all about comprehension...thankfully. Every new teacher 
or new to our district participates in staff development. When asked the 
question, "What is reading?" our kids respond ,"Understanding" We certainly 
have a phonics/word study 
component of our balanced reading framework, but comprehension is still in the 
forefront. As teaching resources we use, Strategies That Work, Comprehension 
Connections and Reading With Meaning. For me personally I have also read and 
use The Book 
Whiperer, To Understand and Comprehension form the Ground Up. 


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Re: [MOSAIC] Phonics program

[Kelly Alexander]

Just a quick responseI am the curriculum specialist in a mid-sized urban 
school district.  We have completely revamped our literacy instruction over the 
past three years.  We use a guided reading instruction and have various support 
models built into our program for struggling readers.  I could go into much 
more detail about the program and what has worked and what hasn't, but what I 
really wanted to share was that we have implemented the CAFE approach in grade 
5 this year and it seems to be working well.  It made a lot of sense for us to 
begin with our older studentsand so far, so good.  This does NOT mean that 
it won't be successful for your younger students, in fact I believe that it 
will be!.  I just thought it might be nice for us to share our challenges and 
successes as we go through the transition process at different grade levels 
this year.  Good Luck! :)

--- On Fri, 2/4/11, Andrea Jenkins  wrote:

From: Andrea Jenkins 
Subject: Re: [MOSAIC] Phonics program
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Date: Friday, February 4, 2011, 4:23 PM

First, I want to think everyone who responded to my post about phonics 
programs. It was extremely helpful and has given me, as the Language Arts 
academic team leader, some direction in helping to lead my team. 

But I want to address why I asked the question in the forum in the first place. 
I believe COMPLETELY in teaching reading strategies. I have read Mosaic 
numerous times and it was transformative for me in both my philosophy and 
instruction. Teaching the explicit use of reading strategies is a huge part of 
our academic team's reform of our language arts program. 

So, why would I ask a question here about phonics? Well, because I feel that if 
I share the same philosophy as all of you about reading comprehension, then 
chances are, we would have similar philosophies about what works with phonics 
instruction. Phonics and Word Study are by no means the bulk of our curriculum, 
but it IS a piece. And it's a piece that we need to get right. I originally 
learned about Daily 5/CAFE from this listserv, so I figured many of you who 
were teaching reading strategies, and using the D5 structures, would also have 
sound advice about what phonics programs blend well with this type of 
instruction. 

Thank you for allowing me to pick your brains! I work at a small private 
school. We have the beauty of selecting any curriculum we want, but it also 
means we start from scratch on selecting programs. It's so wonderful having a 
community of experienced, knowledgeable educators to turn to for sage advice. 

Andrea 

- Original Message -
From: "MaryJo Costello"  
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
 
Cc: mosaic@literacyworkshop.org 
Sent: Friday, February 4, 2011 7:14:59 AM 
Subject: Re: [MOSAIC] Phonics program 

"Mosaic: A Reading Comprehension Strategies Email Group" 
 writes: 
>Does anyone have any thoughts about reading and teaching kids the 
>comprehension strategies, or are we all so 
>pressured by RTI, phonics instruction, and standardized testing of discrete 
>skills that we've forgotten about real reading? 

In our district we are all about comprehension...thankfully. Every new teacher 
or new to our district participates in staff development. When asked the 
question, "What is reading?" our kids respond ,"Understanding" We certainly 
have a phonics/word study 
component of our balanced reading framework, but comprehension is still in the 
forefront. As teaching resources we use, Strategies That Work, Comprehension 
Connections and Reading With Meaning. For me personally I have also read and 
use The Book 
Whiperer, To Understand and Comprehension form the Ground Up. 


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Re: [MOSAIC] Phonics program

[Vickie Julka]

Kelly,
I am especially interested in the various supports you put in place for your
struggling readers. We also are a mid sized urban district using a guided
reading/balanced literacy approach but looking for ways to fill some of the
gaps we are seeing with our struggling readers. Some of our teachers are
beginning to use Cafe, which is powerful in that it lets the kids be part of
their learning discussions/directions. We are trying to be thoughtful about
the task of meeting the needs of all with the resources we have, while
staying true to our core beliefs about how children learn.
*
Phonics and Word Study are by no means the bulk of our curriculum, but it IS
a piece.

*Andrea,
We've known for awhile that it is a piece that we need to address in a* *more
systematic manner for some of our teachers, but what we are finding is that
it is a huge political piece that is taking the current discussions in an
unbalanced direction in our district. We as leaders need to share our
experiences to keep the balance for our fragile learners, so any thoughts
are not only appreciated but essential.





On Sat, Feb 5, 2011 at 8:38 AM, Kelly Alexander wrote:

> Just a quick responseI am the curriculum specialist in a mid-sized
> urban school district.  We have completely revamped our literacy instruction
> over the past three years.  We use a guided reading instruction and have
> various support models built into our program for struggling readers.  I
> could go into much more detail about the program and what has worked and
> what hasn't, but what I really wanted to share was that we have implemented
> the CAFE approach in grade 5 this year and it seems to be working well.  It
> made a lot of sense for us to begin with our older studentsand so far,
> so good.  This does NOT mean that it won't be successful for your younger
> students, in fact I believe that it will be!.  I just thought it might be
> nice for us to share our challenges and successes as we go through the
> transition process at different grade levels this year.  Good Luck! :)
>
> --- On Fri, 2/4/11, Andrea Jenkins  wrote:
>
> From: Andrea Jenkins 
> Subject: Re: [MOSAIC] Phonics program
> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> Date: Friday, February 4, 2011, 4:23 PM
>
> First, I want to think everyone who responded to my post about phonics
> programs. It was extremely helpful and has given me, as the Language Arts
> academic team leader, some direction in helping to lead my team.
>
> But I want to address why I asked the question in the forum in the first
> place. I believe COMPLETELY in teaching reading strategies. I have read
> Mosaic numerous times and it was transformative for me in both my philosophy
> and instruction. Teaching the explicit use of reading strategies is a huge
> part of our academic team's reform of our language arts program.
>
> So, why would I ask a question here about phonics? Well, because I feel
> that if I share the same philosophy as all of you about reading
> comprehension, then chances are, we would have similar philosophies about
> what works with phonics instruction. Phonics and Word Study are by no means
> the bulk of our curriculum, but it IS a piece. And it's a piece that we need
> to get right. I originally learned about Daily 5/CAFE from this listserv, so
> I figured many of you who were teaching reading strategies, and using the D5
> structures, would also have sound advice about what phonics programs blend
> well with this type of instruction.
>
> Thank you for allowing me to pick your brains! I work at a small private
> school. We have the beauty of selecting any curriculum we want, but it also
> means we start from scratch on selecting programs. It's so wonderful having
> a community of experienced, knowledgeable educators to turn to for sage
> advice.
>
> Andrea
>
> - Original Message -
> From: "MaryJo Costello" 
> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> Cc: mosaic@literacyworkshop.org
> Sent: Friday, February 4, 2011 7:14:59 AM
> Subject: Re: [MOSAIC] Phonics program
>
> "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org> writes:
> >Does anyone have any thoughts about reading and teaching kids the
> comprehension strategies, or are we all so
> >pressured by RTI, phonics instruction, and standardized testing of
> discrete skills that we've forgotten about real reading?
>
> In our district we are all about comprehension...thankfully. Every new
> teacher or new to our district participates in staff development. When asked
> the question, "What is read

Re: [MOSAIC] Phonics program

[CAG]

Vickie - Can you share how the Phonics/Word Study piece is political?
Thanks. Cathy

- Original Message - 
From: "Vickie Julka" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 


Sent: Saturday, February 05, 2011 12:56 PM
Subject: Re: [MOSAIC] Phonics program



Kelly,
I am especially interested in the various supports you put in place for 
your

struggling readers. We also are a mid sized urban district using a guided
reading/balanced literacy approach but looking for ways to fill some of 
the

gaps we are seeing with our struggling readers. Some of our teachers are
beginning to use Cafe, which is powerful in that it lets the kids be part 
of
their learning discussions/directions. We are trying to be thoughtful 
about

the task of meeting the needs of all with the resources we have, while
staying true to our core beliefs about how children learn.
*
Phonics and Word Study are by no means the bulk of our curriculum, but it 
IS

a piece.

*Andrea,
We've known for awhile that it is a piece that we need to address in a* 
*more
systematic manner for some of our teachers, but what we are finding is 
that

it is a huge political piece that is taking the current discussions in an
unbalanced direction in our district. We as leaders need to share our
experiences to keep the balance for our fragile learners, so any thoughts
are not only appreciated but essential.





On Sat, Feb 5, 2011 at 8:38 AM, Kelly Alexander 
wrote:



Just a quick responseI am the curriculum specialist in a mid-sized
urban school district.  We have completely revamped our literacy 
instruction

over the past three years.  We use a guided reading instruction and have
various support models built into our program for struggling readers.  I
could go into much more detail about the program and what has worked and
what hasn't, but what I really wanted to share was that we have 
implemented
the CAFE approach in grade 5 this year and it seems to be working well. 
It
made a lot of sense for us to begin with our older studentsand so 
far,

so good.  This does NOT mean that it won't be successful for your younger
students, in fact I believe that it will be!.  I just thought it might be
nice for us to share our challenges and successes as we go through the
transition process at different grade levels this year.  Good Luck! :)

--- On Fri, 2/4/11, Andrea Jenkins  wrote:

From: Andrea Jenkins 
Subject: Re: [MOSAIC] Phonics program
To: "Mosaic: A Reading Comprehension Strategies Email Group" <
mosaic@literacyworkshop.org>
Date: Friday, February 4, 2011, 4:23 PM

First, I want to think everyone who responded to my post about phonics
programs. It was extremely helpful and has given me, as the Language Arts
academic team leader, some direction in helping to lead my team.

But I want to address why I asked the question in the forum in the first
place. I believe COMPLETELY in teaching reading strategies. I have read
Mosaic numerous times and it was transformative for me in both my 
philosophy
and instruction. Teaching the explicit use of reading strategies is a 
huge

part of our academic team's reform of our language arts program.

So, why would I ask a question here about phonics? Well, because I feel
that if I share the same philosophy as all of you about reading
comprehension, then chances are, we would have similar philosophies about
what works with phonics instruction. Phonics and Word Study are by no 
means
the bulk of our curriculum, but it IS a piece. And it's a piece that we 
need
to get right. I originally learned about Daily 5/CAFE from this listserv, 
so
I figured many of you who were teaching reading strategies, and using the 
D5
structures, would also have sound advice about what phonics programs 
blend

well with this type of instruction.

Thank you for allowing me to pick your brains! I work at a small private
school. We have the beauty of selecting any curriculum we want, but it 
also
means we start from scratch on selecting programs. It's so wonderful 
having

a community of experienced, knowledgeable educators to turn to for sage
advice.

Andrea

- Original Message -
From: "MaryJo Costello" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" <
mosaic@literacyworkshop.org>
Cc: mosaic@literacyworkshop.org
Sent: Friday, February 4, 2011 7:14:59 AM
Subject: Re: [MOSAIC] Phonics program

"Mosaic: A Reading Comprehension Strategies Email Group" <
mosaic@literacyworkshop.org> writes:
>Does anyone have any thoughts about reading and teaching kids the
comprehension strategies, or are we all so
>pressured by RTI, phonics instruction, and standardized testing of
discrete skills that we've forgotten about real reading?

In our district we are all about comprehension...thankfully. Every new
teacher or new to our district participates in staff development. When 
asked

the question, "

Re: [MOSAIC] Phonics program

[Vickie Julka]

The F&P Phonics and Word Study programs themselves are not political. There
are some who believe that Balanced Literacy is not working so we need to go
to the more traditional route of more phonics, complete with nonsense words
and text with lack of meaning. We are looking at ways to strengthen our word
study while keeping balanced literacy. That's why I'm excited about hearing
what others are using.
Vickie

On Sun, Feb 6, 2011 at 12:07 PM, CAG  wrote:

> Vickie - Can you share how the Phonics/Word Study piece is political?
> Thanks. Cathy
>
> - Original Message - From: "Vickie Julka" <
> vju...@madison.k12.wi.us>
>
> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> Sent: Saturday, February 05, 2011 12:56 PM
>
> Subject: Re: [MOSAIC] Phonics program
>
>
>  Kelly,
>> I am especially interested in the various supports you put in place for
>> your
>> struggling readers. We also are a mid sized urban district using a guided
>> reading/balanced literacy approach but looking for ways to fill some of
>> the
>> gaps we are seeing with our struggling readers. Some of our teachers are
>> beginning to use Cafe, which is powerful in that it lets the kids be part
>> of
>> their learning discussions/directions. We are trying to be thoughtful
>> about
>> the task of meeting the needs of all with the resources we have, while
>> staying true to our core beliefs about how children learn.
>> *
>> Phonics and Word Study are by no means the bulk of our curriculum, but it
>> IS
>> a piece.
>>
>> *Andrea,
>> We've known for awhile that it is a piece that we need to address in a*
>> *more
>> systematic manner for some of our teachers, but what we are finding is
>> that
>> it is a huge political piece that is taking the current discussions in an
>> unbalanced direction in our district. We as leaders need to share our
>> experiences to keep the balance for our fragile learners, so any thoughts
>> are not only appreciated but essential.
>>
>>
>>
>>
>>
>> On Sat, Feb 5, 2011 at 8:38 AM, Kelly Alexander > >wrote:
>>
>>  Just a quick responseI am the curriculum specialist in a mid-sized
>>> urban school district.  We have completely revamped our literacy
>>> instruction
>>> over the past three years.  We use a guided reading instruction and have
>>> various support models built into our program for struggling readers.  I
>>> could go into much more detail about the program and what has worked and
>>> what hasn't, but what I really wanted to share was that we have
>>> implemented
>>> the CAFE approach in grade 5 this year and it seems to be working well.
>>> It
>>> made a lot of sense for us to begin with our older studentsand so
>>> far,
>>> so good.  This does NOT mean that it won't be successful for your younger
>>> students, in fact I believe that it will be!.  I just thought it might be
>>> nice for us to share our challenges and successes as we go through the
>>> transition process at different grade levels this year.  Good Luck! :)
>>>
>>> --- On Fri, 2/4/11, Andrea Jenkins  wrote:
>>>
>>> From: Andrea Jenkins 
>>> Subject: Re: [MOSAIC] Phonics program
>>> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
>>> mosaic@literacyworkshop.org>
>>> Date: Friday, February 4, 2011, 4:23 PM
>>>
>>> First, I want to think everyone who responded to my post about phonics
>>> programs. It was extremely helpful and has given me, as the Language Arts
>>> academic team leader, some direction in helping to lead my team.
>>>
>>> But I want to address why I asked the question in the forum in the first
>>> place. I believe COMPLETELY in teaching reading strategies. I have read
>>> Mosaic numerous times and it was transformative for me in both my
>>> philosophy
>>> and instruction. Teaching the explicit use of reading strategies is a
>>> huge
>>> part of our academic team's reform of our language arts program.
>>>
>>> So, why would I ask a question here about phonics? Well, because I feel
>>> that if I share the same philosophy as all of you about reading
>>> comprehension, then chances are, we would have similar philosophies about
>>> what works with phonics instruction. Phonics and Word Study are by no
>>> means
>>> the bulk of our curriculum, but it IS a piece. And it'

Re: [MOSAIC] Phonics program

[Beverlee Paul]

Regie Routman so believes in high expectations; it would be so helpful for
the "balanced literacy is so touchy-feely-wishy-washy" people to read her.
Some anti-BL folk simply don't understand how much teaching goes on, instead
believing it to be kind of laissez faire.
On Feb 6, 2011 1:06 PM, "Vickie Julka"  wrote:
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Re: [MOSAIC] Phonics program

[Karen MacKinnon]

Amen!
On Feb 4, 2011, at 12:40 AM, Laurie Tandy wrote:

> Does anyone have any thoughts about reading and teaching kids the 
> comprehension strategies, or are we all so 
> pressured by RTI,  phonics instruction, and standardized testing of discrete 
> skills that we've forgotten about real reading?
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> -Original Message-
> From: Andrea Jenkins 
> To: Mosaic: A Reading Comprehension Strategies Email Group 
> 
> Sent: Mon, Jan 31, 2011 8:40 am
> Subject: [MOSAIC] Phonics program
> 
> 
> We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if 
> any 
> of you have discovered a good phonics program to go along with D5 / CAFE. 
> Currently, each grade level uses as different program, and we are moving to a 
> more systematic approach. I'd love some good recommendations. 
> 
> Thanks! 
> 
> Andrea 
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
> 
> 
> 
> 
> ___
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> Mosaic@literacyworkshop.org
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 


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Re: [MOSAIC] Phonics program

[hccarlson]

Does this go back to the whole language controversy? Parents and administrators 
don't seem to understand what they don't have experience with. The BL approach 
does require staff development and grade level benchmarks, but doesn't research 
support this? It certainly differentiates more effectively than a basal. And 
promotes REAL reading. 
I loved reading Ellin Keene's Deeper Comprehension because it took the reading 
strategies to a newer level and meaning for me. 
Carol 
- Original Message - 
From: "Beverlee Paul"  
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
 
Sent: Sunday, February 6, 2011 2:15:11 PM 
Subject: Re: [MOSAIC] Phonics program 

Regie Routman so believes in high expectations; it would be so helpful for 
the "balanced literacy is so touchy-feely-wishy-washy" people to read her. 
Some anti-BL folk simply don't understand how much teaching goes on, instead 
believing it to be kind of laissez faire. 
On Feb 6, 2011 1:06 PM, "Vickie Julka"  wrote: 
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Re: [MOSAIC] Phonics program

[Kelly Alexander]

In response to how we are meeting the needs of our struggling readers, I will 
give you the short version and provide more details if requested.  I will 
outline the components to our program firstTeachers in grades K-5 have an 
80 minute, uninterrupted guided reading rotation.  Prior to this rotation there 
is a whole group instructional mini-lesson (much the same as a reader's 
workshop model).  Our guided reading rotations differ in that we have a reading 
teacher and special education teacher in classrooms for minimally 60 minutes of 
the 80 minute block, most classrooms have two teachers for the entire 80 
minutes and three teachers for some of the time (this is determined by 
classroom needs).  So our neediest students could participate in four 20 minute 
guided reading rotations daily.  We also have an intensive time built into the 
reading teacher's schedules where no more than three students are seen for 
Intensive remediation, this could occur
 between 2-5 times per week for 30 minutes.  Classroom teachers also have a 
phonics instruction and word study, which occurs outside of the reading 
rotations.  Most teachers have also built in independent reading time where 
teachers can conference with students.  In most cases this is done outside of 
the guided reading rotations because our neediest students would never get to 
read independently and gain the practice they need using material at there own 
level.  Lastly (I think) most of our teachers are utilizing the Writer's 
Workshop model.  The plan at this point, is to map our units of study next 
year.  This year we are really trying to get our reading program working well.  
You might be wondering where we find time to teach SS/Science?  Both content 
areas are fully integrated into literacy K-2 and many of our units in 3-5 are 
also integrated. 

--- On Sat, 2/5/11, Vickie Julka  wrote:

From: Vickie Julka 
Subject: Re: [MOSAIC] Phonics program
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Date: Saturday, February 5, 2011, 5:56 PM

Kelly,
I am especially interested in the various supports you put in place for your
struggling readers. We also are a mid sized urban district using a guided
reading/balanced literacy approach but looking for ways to fill some of the
gaps we are seeing with our struggling readers. Some of our teachers are
beginning to use Cafe, which is powerful in that it lets the kids be part of
their learning discussions/directions. We are trying to be thoughtful about
the task of meeting the needs of all with the resources we have, while
staying true to our core beliefs about how children learn.
*
Phonics and Word Study are by no means the bulk of our curriculum, but it IS
a piece.

*Andrea,
We've known for awhile that it is a piece that we need to address in a* *more
systematic manner for some of our teachers, but what we are finding is that
it is a huge political piece that is taking the current discussions in an
unbalanced direction in our district. We as leaders need to share our
experiences to keep the balance for our fragile learners, so any thoughts
are not only appreciated but essential.





On Sat, Feb 5, 2011 at 8:38 AM, Kelly Alexander wrote:

> Just a quick responseI am the curriculum specialist in a mid-sized
> urban school district.  We have completely revamped our literacy instruction
> over the past three years.  We use a guided reading instruction and have
> various support models built into our program for struggling readers.  I
> could go into much more detail about the program and what has worked and
> what hasn't, but what I really wanted to share was that we have implemented
> the CAFE approach in grade 5 this year and it seems to be working well.  It
> made a lot of sense for us to begin with our older studentsand so far,
> so good.  This does NOT mean that it won't be successful for your younger
> students, in fact I believe that it will be!.  I just thought it might be
> nice for us to share our challenges and successes as we go through the
> transition process at different grade levels this year.  Good Luck! :)
>
> --- On Fri, 2/4/11, Andrea Jenkins  wrote:
>
> From: Andrea Jenkins 
> Subject: Re: [MOSAIC] Phonics program
> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> Date: Friday, February 4, 2011, 4:23 PM
>
> First, I want to think everyone who responded to my post about phonics
> programs. It was extremely helpful and has given me, as the Language Arts
> academic team leader, some direction in helping to lead my team.
>
> But I want to address why I asked the question in the forum in the first
> place. I believe COMPLETELY in teaching reading strategies. I have read
> Mosaic numerous times and it was transformative for me in both my philosophy
> and instruction. Teaching the exp

Re: [MOSAIC] Phonics program

[Janet Witmer]

To what book are you referring (Keene's Drrper Comprehension)  I'd like to 
follow up and read that.
janet
 
> Date: Sun, 6 Feb 2011 21:29:15 +
> From: hccarl...@comcast.net
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Phonics program
> 
> Does this go back to the whole language controversy? Parents and 
> administrators don't seem to understand what they don't have experience with. 
> The BL approach does require staff development and grade level benchmarks, 
> but doesn't research support this? It certainly differentiates more 
> effectively than a basal. And promotes REAL reading. 
> I loved reading Ellin Keene's Deeper Comprehension because it took the 
> reading strategies to a newer level and meaning for me. 
> Carol 
> - Original Message - 
> From: "Beverlee Paul"  
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
>  
> Sent: Sunday, February 6, 2011 2:15:11 PM 
> Subject: Re: [MOSAIC] Phonics program 
> 
> Regie Routman so believes in high expectations; it would be so helpful for 
> the "balanced literacy is so touchy-feely-wishy-washy" people to read her. 
> Some anti-BL folk simply don't understand how much teaching goes on, instead 
> believing it to be kind of laissez faire. 
> On Feb 6, 2011 1:06 PM, "Vickie Julka"  wrote: 
> ___ 
> Mosaic mailing list 
> Mosaic@literacyworkshop.org 
> To unsubscribe or modify your membership please go to 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 
> ___
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> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
  
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Re: [MOSAIC] Phonics program

[Patricia Kimathi]

This sounds assume.  Will you describe the word study and phonic  
materials you use.  Also what material do you use for guided reading.

Thanks.
On Feb 6, 2011, at 4:42 PM, Kelly Alexander wrote:


Classroom teachers also have a phonics instruction and word study,


PatK





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Re: [MOSAIC] Phonics program

[Beverlee Paul]

Could it be To Understand?
On Feb 6, 2011 7:18 PM, "Janet Witmer"  wrote:
>
> To what book are you referring (Keene's Drrper Comprehension) I'd like to
follow up and read that.
> janet
>
>> Date: Sun, 6 Feb 2011 21:29:15 +
>> From: hccarl...@comcast.net
>> To: mosaic@literacyworkshop.org
>> Subject: Re: [MOSAIC] Phonics program
>>
>> Does this go back to the whole language controversy? Parents and
administrators don't seem to understand what they don't have experience
with. The BL approach does require staff development and grade level
benchmarks, but doesn't research support this? It certainly differentiates
more effectively than a basal. And promotes REAL reading.
>> I loved reading Ellin Keene's Deeper Comprehension because it took the
reading strategies to a newer level and meaning for me.
>> Carol
>> - Original Message -
>> From: "Beverlee Paul" 
>> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
mosaic@literacyworkshop.org>
>> Sent: Sunday, February 6, 2011 2:15:11 PM
>> Subject: Re: [MOSAIC] Phonics program
>>
>> Regie Routman so believes in high expectations; it would be so helpful
for
>> the "balanced literacy is so touchy-feely-wishy-washy" people to read
her.
>> Some anti-BL folk simply don't understand how much teaching goes on,
instead
>> believing it to be kind of laissez faire.
>> On Feb 6, 2011 1:06 PM, "Vickie Julka"  wrote:
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
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>
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Re: [MOSAIC] Phonics program

[hccarlson]

Sorry, I didn't have the correct title. It's "To Understand, New Horizons in 
Comprehension. 


Here's the link from Amazon. 


http://www.amazon.com/Understand-New-Horizons-Reading-Comprehension/dp/0325003238/ref=sr_1_1?s=books&ie=UTF8&qid=1297047090&sr=1-1
 


Carol 
- Original Message - 
From: "Janet Witmer"  
To: mosaic@literacyworkshop.org 
Sent: Sunday, February 6, 2011 8:02:39 PM 
Subject: Re: [MOSAIC] Phonics program 


To what book are you referring (Keene's Drrper Comprehension) I'd like to 
follow up and read that. 
janet 


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Re: [MOSAIC] Phonics program

[Janet Witmer]

Thank you so much!!!
janet
 
> Date: Mon, 7 Feb 2011 02:53:30 +
> From: hccarl...@comcast.net
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Phonics program
> 
> Sorry, I didn't have the correct title. It's "To Understand, New Horizons in 
> Comprehension. 
> 
> 
> Here's the link from Amazon. 
> 
> 
> http://www.amazon.com/Understand-New-Horizons-Reading-Comprehension/dp/0325003238/ref=sr_1_1?s=books&ie=UTF8&qid=1297047090&sr=1-1
>  
> 
> 
> Carol 
> - Original Message - 
> From: "Janet Witmer"  
> To: mosaic@literacyworkshop.org 
> Sent: Sunday, February 6, 2011 8:02:39 PM 
> Subject: Re: [MOSAIC] Phonics program 
> 
> 
> To what book are you referring (Keene's Drrper Comprehension) I'd like to 
> follow up and read that. 
> janet 
> 
> 
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
  
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Re: [MOSAIC] phonics phones

[CATHERINE . SWENSEN]

Time to share a success.
I heard about  whisper phones this summer through this listserv.
As I began to Launch Writer's Workshop, students started coming to me
asking how to spell everything.
Of course for years I have been asking them to write down what they "hear".
I'll admit I ended up doing most of the stretching-saying it
slowly-prompting etc.
Yesterday they whispered into the phones and the magic appeared right
before my eyes.
This year I moved up to 2nd grade and have 8 of my former 1st graders, 3
kids that could not write even initial sounds.
Low and behold the letters appeared on their page, sounds beyond just
initial letters.
One new ELL student continued asking me how to spell a word. I redirected
the phone towards his ear and told him to try it. He did it!
The ELL teacher and I were jumping for joy as we watched once hesitant
writers put sound to paper.
A bonus is 24 students were working independently and quietly.
I can't wait to try them out during Reader's Workshop.
www.phonicsphone.org

Kate Swensen
American Indian Magnet School
1075 E 3rd St.
St. Paul, MN 55106
#651-778-3100

When I get a little money I buy books; and if any is left I buy food and
clothes. ~Desiderius Erasmus





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Re: [MOSAIC] phonics phones

[Joy]

Catherine,
   
  It's great to hear about your success! I've used whisper phones for the past 
4 years, but never thought about using them in conjunction with writing! What a 
great idea, I can't wait to try it with my fourth grade students.


Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org
   










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Re: [MOSAIC] Phonics songs

[Kukonis]

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Re: [MOSAIC] Phonics songs

[Kukonis]

There is a phonics resource book called Phonics Fun and it has a song for  
each phonics rule... myabe Frank Schaffer or some such  author.
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Re: [MOSAIC] phonics instruction--long

[djchan]

Well, it could be taught as language, but it's still phonics and a very 
important component of reading. We teach comprehension strategies, and 
thinking aloud strategies, writing strategies, yet we don't want to teach 
decoding strategies? And we wonder why our society has literacy issues! 
Phonics  and phonemic awareness are the underpinnings for good readers. 
Those who solve the reading code on their own  need only next level 
phonics/language lessons to increase their reading abilities and 
comprehension. But those who don't figure out the whole complex reading 
thing at 6 or 7 or 8 need structured phonics lessons and opportunities to 
practice their new skills in safe and successful ways.


I work with adults in a community college that lack these same skills and I 
wonder how they made it through high school and job applications without 
knowing the difference between  'want' and 'won't' or 'there' and their' and 
'they're'. This obviously is more than phonics knowledge; it involves 
learning about our language through spelling and sounds. Perhaps we need to 
stop thinking about phonics as 'letter naming/sound association' and think 
about, as Louisa Cook Moats would recommend, as a sound to spelling pattern 
association.


Obviously, my examples aren't matching with this thought pattern I'm 
relating, but it is a symptom of a larger problem involving illiteracy that 
has roots in the lack of phonics and structure of language that aren't 
taught in our schools. Have you ever watched the National Spelling Bee in 
Washington, DC and wondered how those students can figure out how to spell 
words they've never heard before? It goes back to their home study of a good 
phonics foundation followed by learning spelling patterns and Greek and 
Latin roots, prefixes, and suffixes. That's why they always ask for the 
origin of the word.


Phonics instruction is essential in the development of good readers. The 
students who receive RTI or special services because of reading difficulties 
would benefit tremendously from structured multisensory language 
instruction. We need more advocates and supporters for phonics instruction 
in our schools, and better understanding of the research that supports it as 
an integral part of reading development. We also need better trained 
teachers who acknowledge this thinking. Don't abandon what the students need 
just because you don't like to teach it! Or worse, don't think that because 
the phonics is imbedded in the lesson all children will internalize the 
information and transfer it to working knowledge. We do need to recognize 
all children's learning needs are different and accommodate accordingly. All 
children in your classroom may not need the same intensity of phonics 
instruction, but some children will. Isn't it our job as teachers to teach 
to and for our students?


Deidra Chandler
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor




- Original Message - 
From: 

To: 
Sent: Wednesday, July 29, 2009 11:47 AM
Subject: [MOSAIC] phonics instruction in 2nd grade



I know many people are against direct phonics instruction in
the classroom, however, being that I taught 3rd grade for
six years, it drove me crazy that many children come into
class and have no phonics knowledge or phonemic awareness
at all.? We have to teach them comprehension when they can not read
to begin with.? I will be teaching second grade this year and want to be
sure that their 3rd grade teachers do not have to worry about emphasizing
phonics.? Are there any suggestions on how to teach phonics
without "teaching phinics?"
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